Abstract
The aim of the present study was to investigate the effects of an acute physical activity intervention that included cognitive engagement on executive functions and on cortisol level in young elementary school children. Half of the 104 participating children (6–8 years old) attended a 20-min sport sequence, which included cognitively engaging and playful forms of physical activity. The other half was assigned to a resting control condition. Individual differences in children's updating, inhibition, and shifting performance as well as salivary cortisol were assessed before (pre-test), immediately after (post-test), and 40 min after (follow-up) the intervention or control condition, respectively. Results revealed a significantly stronger improvement in inhibition in the experimental group compared to the control group, while it appeared that acute physical activity had no specific effect on updating and shifting. The intervention effect on inhibition leveled out 40 min after physical activity. Salivary cortisol increased significantly more in the experimental compared to the control group between post-test and follow-up and results support partly the assumed inverted U-shaped relationship between cortisol level and cognitive performance. In conclusion, results indicate that acute physical activity that includes cognitive engagement may have immediate positive effects on inhibition, but not necessarily on updating and shifting in elementary school children. This positive effect may partly be explained through cortisol elevation after acute physical activity.
Highlights
Experimental research shows that exercise and acute physical activity affects physical development and health positively (Bailey, 2006), but may enhance cognitive performance (Colcombe and Kramer, 2003; Hillman et al, 2008; Tomporowski et al, 2008b; Best, 2010; Chang et al, 2012)
The experimental group (EG) and the control group (CG) were compared with regard to the heart rate during the intervention or the control condition
The heart rate was significantly higher in the EG (M = 156.76, SD = 14.09) than in the CG [M = 89.66, SD = 9.33; t(102) = 28.74, p < 0.001, d = 5.62], establishing the increased physical effort in the intervention compared to the control condition
Summary
Experimental research shows that exercise and acute physical activity affects physical development and health positively (Bailey, 2006), but may enhance cognitive performance (Colcombe and Kramer, 2003; Hillman et al, 2008; Tomporowski et al, 2008b; Best, 2010; Chang et al, 2012). Studies addressing the question whether exercise and acute physical activity may yield cognitive improvements in young elementary school children are being called for (Diamond and Lee, 2011). The FAS II consists of four questions inquiring information about “the number of cars owned by the family; whether the participant has his/her own bedroom; number of yearly holidays taken by the family; and number of computers owned by the family” (Boudreau and Poulin, 2009). The answers to these questions were aggregated to a prosperity index ranging from 0 to 9.
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