Abstract
BackgroundSchool-based physical activity and running programmes, such as The Daily Mile™, are increasing in popularity globally. The aim of this research was to examine the acute impact of such classroom physical activity breaks on cognition and affective wellbeing.MethodsA total of 5463 school pupils from 332 schools took part in a citizen science project with a repeated measures design. They completed tasks of cognition (inhibition, verbal, and visuo-spatial working memory) and the Children’s Feeling Scale and Felt Arousal Scale before and after three different outdoor activities: a classroom break of 15 min of self-paced activity, a near maximal exhaustion activity (the bleep test), and a no-exercise control group where pupils sat or stood outside. Wellbeing and fitness were examined as mediators of the relationship between outdoor activity and cognition.ResultsFifteen minutes of self-paced outdoor activity was beneficial for pupils’ cognition and wellbeing in comparison to both other activities (Cohen’s d effect sizes ranging from 0.04 to 0.22; small). The relationship with cognition was not mediated by participants’ fitness level and was only partially mediated by wellbeing. Change scores for alertness were higher after the bleep test compared to the control activity but similar for all other outcomes.ConclusionsTaking a break from the classroom to complete 15 min of self-paced physical activity should be considered a worthwhile activity by class teachers, school management, and policymakers. Additionally, more intense physical activity should not be considered to be detrimental.
Highlights
School-based physical activity and running programmes, such as The Daily MileTM, are increasing in popularity globally
Whilst there is some evidence of an impact of simple aerobic exercise on cognition, executive function, more complex activities may be more beneficial [5]
Singh et al [2] suggested that the relationship with psychosocial functioning may be one mechanism by which Physical activity (PA) has an impact on cognition in children and adolescents
Summary
School-based physical activity and running programmes, such as The Daily MileTM, are increasing in popularity globally. Physical activity (PA) is believed to have a beneficial impact on cognition and academic performance; the evidence for children and adolescents is inconsistent [1, 2]. Booth et al BMC Medicine (2020) 18:62 activity, as well as into underlying mechanisms by which PA may impact on cognition in children and adolescents. Whilst there is some evidence of an impact of simple aerobic exercise on cognition, executive function, more complex activities may be more beneficial [5]. Singh et al [2] suggested that the relationship with psychosocial functioning may be one mechanism by which PA has an impact on cognition in children and adolescents. Exploration of these potential mechanisms may lead to more consistency in the evidence base
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