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Abstract
ABSTRACT This study examined the acute effects of a Greek traditional dance (GTD) lesson on school-aged children's executive functions (EFs), with a focus on the separate and combined effects of lesson intensity and cognitive demands. Ninety-three children were randomly assigned to one of four conditions, involving a 20-minute GTD lesson with varying intensity (high vs. low) and cognitive demands (high vs. low). EFs were assessed pre- and post-intervention, using the ANT for inhibitory control, Digits Backwards for working memory, and the How many - What number for cognitive flexibility. Results from (M)ANCOVAs, controlling for pre-test EFs scores, indicated that high cognitive demands groups demonstrated better accuracy in congruent trials for inhibitory control (F = 6.47, p = .013, η 2 = .07), while low-intensity groups exhibited better accuracy in switch trials for cognitive flexibility (F = 9.11, p = .003, η 2 = .09). No significant differences were observed for working memory. Although the GTD positively impacted inhibitory control and cognitive flexibility, most EF parameters did not significantly differ. Class duration, physical activity intensity and teaching method used might have affected the results and should be considered in future research on dance programs and children's EFs.
Published Version
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