Effects of Aerobic Exercise on Cognition and Science Achievement in Middle School Girls

Abstract

PURPOSE: To increase understanding about the effects of an after school triathlon training and nutrition science program (TTP) on executive functions, processing speed, cognitive flexibility and science achievement in previously sedentary middle school girls. METHODS: Quantitative data were collected pre- and post-intervention over twenty weeks to assess growth in students’ science content knowledge and cognitive variables with n = 29 females (age M = 12.03, SD = .73) engaged in the TTP; n = 30 randomly selected females (age M = 12.93, SD = .91) served as the control. Science content knowledge and cognition were measured with a science assessment, the Trail Making Test, Stroop Color Word Interference test, and the Behavior Rating Inventory of Executive Function. To assess aerobic fitness, TTP participants completed a timed pre- and post-1.5-mile run; height, weight, and body mass index (BMI) were measured. The energy requirements of running were calculated by estimating VO2max. The Physical Activity Questionnaire for Children (PAQ-C) was used to assess physical activity levels of both groups and served as estimated VO2max scores for the control group. There was a strong paired-sample correlation (r = 0.554, p < 0.001), and no significant difference between estimated VO2max scores from the PAQ-C (M = 38.30, SD = 4.34) or estimated VO2max scores from the timed 1.5 mile run test (M = 36.79, SD = 8.1); (t = 1.15(28), p = 0.26). Hierarchical multiple regressions measured whether aerobic fitness level and treatment group contributed incrementally to science achievement and executive functions. RESULTS: The multiple regressions explained 32.0% of the variance in science achievement F(4,54) = 6.35, p<.01; and 32.5% of the variance in cognitive flexibility F(4,54) = 6.49, p<.01 from aerobic fitness level. Aerobic fitness level and the TTP explained 37.2% of the variance in global executive cognition F(5,50) = 5.91, p<.01; and 36.5% of the variance in processing speed F(5,53) = 6.10, p<.01. CONCLUSIONS: Aerobic fitness and the TTP significantly predicted science achievement and aspects of cognition in middle school girls suggesting a dose response effect of aerobic training. Informal science programs with a cardiovascular fitness component are important mediators in physiological events that improve cognitive performance.