The Effect of Eight Weeks of Aerobic, Anaerobic and Resistance Training on some factor of Endocannabinoid System, Serotonin, Beta-Endorphin and BDNF in Young Men

Teaching Games for Understanding in Game Performance and Psychosocial Variables: Systematic Review and Meta-Analysis of Randomized Control Trial

Different authors have reported on the influence of the Teaching Games for Understanding (TGfU) intervention on game performance and psychosocial variables. This review aimed: (a) to explore the TGfU experimental studies; (b) to compare the effects of the TGfU vs. technical approach pedagogy on game performance; and (c) to determine the effect of the TGfU approach on game performance and psychosocial variables (motivational climate, task orientation, perceived competence and enjoyment). This systematic review with meta-analysis adheres to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Four databases (PubMed, WOS, EBSCO and Google scholar metasearch) were searched. Study quality was measured with the Physiotherapy Evidence Database (PEDro) score. Thirteen studies were included. A pooled analysis of all interventions demonstrated a large significant improvement in decision making for TGfU when compared to technical approach pedagogy (SMD = 5.93, I2 = 98%; CI (95%) = 2.15-9.71; p = 0.004) and no differences between groups for skill execution (SMD = 1.70; I2 = 8%; CI (95%) = -5.34-8.73; p = 0.60). The effect of a TGfU intervention on game performance is strong (decision making, execution skills and tactical skills). Moderate evidence is reported by psychosocial variables (motivational climate, task orientation, perception of motivation and achievement in physical education). In addition, it is unclear its effect on perceived competence, enjoyment, knowledge of the game and intention to be physically active. TGfU intervention could be an appropriate approach for males and females in the context of education or sport. There is a need for a greater number of studies.

Activation of the orbitofrontal cortex by both meditation and exercise: A near-infrared spectroscopy study

In some types of meditation, such as mindfulness and Zen, breathing is the focus of attention, whereas during an excessive, short-period of anaerobic exercise, the muscles become the focus of attention. Thus, during both efforts, one’s attention is focused on a certain feature of the body. Both meditation and exercise generally provide mental refreshment to humans. We hypothesized that the same brain regions are activated by both efforts in humans. To examine this hypothesis, we engaged participants in 3 tasks: meditation, exercise, and a control task. After each task, the participants underwent a 2-back test to concentrate their thoughts, while changes in their blood hemoglobin levels were simultaneously monitored using near-infrared spectroscopy (NIRS). Seventeen participants (20–24 years of age; 11 men, 6 women) were enrolled. We applied a fast-Fourier transform (FFT) analysis to the NIRS wave data and calculated the correlation coefficients of the FFT data between (1) meditation and control, (2) exercise and control, and (3) meditation and exercise, at the orbitofrontal cortex (OFC) and dorsolateral prefrontal cortex (DLPFC), brain areas that are generally involved in mental refreshment. A significant difference in the correlation coefficients between the OFC and DLPFC was detected in the meditation and exercise analysis, and signal source analysis confirmed that the NIRS waves spread from the right and left OFC edges (i.e., right and left temples) toward the center. Our results suggest that both meditation and exercise activate the OFC, which is involved in emotional reactions and motivation behavior, resulting in mental refreshment.