D2 Test Of Attention Research Articles

Relationships Between Reaction Time, Selective Attention, Physical Activity, and Physical Fitness in Children.

The objective of this study was to analyze the relationships between simple and complex reaction times (RTs) with the physical activity performed weekly, the physical fitness and selective attention in children of the third cycle of primary education. Participants were 119 children aged between 10 and 12 years (M = 10.71; SD = 0.77). The instruments used for data collection were the D2 attention test to analyze selective attention, various tests of the Eurofit and ALPHA-Fitness Battery to evaluate the physical condition, a bioimpedanciometer Tanita TBF 300 to evaluate the body composition, and the FITLIGHT Trainer to measure the simple and complex RTs. The group that carried out more weekly physical activity used less time in simple (p < 0.05, d = −0.68, 95% CI [−1.19, −0.17]) and complex RT tests (p < 0.05, d = −0.63, 95% CI [−1.14, −0.12]). Also, the results showed that the simple RT was related in a significant way with physical fitness, while the complex RT was related significantly to attentional capacity and physical fitness.

Effects of Exergaming on Attentional Deficits and Dual-Tasking in Parkinson's Disease.

Introduction: Impairment of dual-tasking, as an attention-based primary cognitive dysfunction, is frequently observed in Parkinson's Disease (PD). The Training-PD study investigated the efficiency of exergaming, as a novel cognitive-motor training approach, to improve attention-based deficits and dual-tasking in PD when compared to healthy controls.Methods: Eighteen PD patients and 17 matched healthy controls received a 6-week home-based training period of exergaming. Treatment effects were monitored using quantitative motor assessment of gait and cognitive testing as baseline and after 6 weeks of training.Results: At baseline PD patients showed a significantly worse performance in several quantitative motor assessment parameters and in two items of cognitive testing. After 6 weeks of exergames training, the comparison of normal gait vs. dual-tasking in general showed an improvement of stride length in the PD group, without a gait-condition specific improvement. In the direct comparison of three different gait conditions (normal gait vs. dual-tasking calculating while walking vs. dual-tasking crossing while walking) PD patients showed a significant improvement of stride length under the dual-tasking calculating condition. This corresponded to a significant improvement in one parameter of the D2 attention test.Conclusions: We conclude, that exergaming, as an easy to apply, safe technique, can improve deficits in cognitive-motor dual-tasking and attention in PD.

Improvement of Attention, Executive Functions, and Processing Speed in Elderly Women as a Result of Involvement in the Nordic Walking Training Program and Vitamin D Supplementation.

Research indicates that life satisfaction declines with age, and cognitive abilities are gradually reduced—mainly attentional functioning and cognitive processing speed. Therefore, scientists seek to find protective factors and test possible intervention programs; moderately intensive physical activity stands out as particularly promising. In this context, we evaluated the influence of Nordic Walking training supported by vitamin D supplementation (as this nutrient is especially deficient in older people in Poland) on the cognitive and psychological functioning of elderly women. A total of 52 healthy elderly women took part in a Nordic Walking training program complemented by vitamin D supplementation. Cognitive functioning was assessed with the Trail Making Test and the D2 Test of Attention. Quality of life and severity of depressive symptoms were measured with the Short Form Health Survey and the Beck Depression Inventory 2. Significant improvements in all aspects of cognitive functioning was observed (p = 0.01–0.47). The study also showed a decrease in depressive symptoms (p = 0.026). Physical activity and adequate levels of vitamin D can be the key factors in maintaining self-reliance in old age. Involvement in Nordic Walking training, supported by vitamin D supplementation, can strengthen the cognitive functioning of older people—reflected in higher attentional capabilities, better executive functions, and improved cognitive processing speed.

Evaluation of D2 Attention Levels of Orienteering National Team Athletes Who Are in Education Age

The aim of this study was to determine the levels of attention in the rest state and post-performance status of the national orienteering team athletes who are in education age with the d2 attention test. For this purpose, this study was designed with relational screening model from quantitative research approaches. 40 volunteer athletes, 14 of which were female and 26 of them were male, were included in this study group. It was analyzed by Paired Samples t test whether the pre-test and post-test scores which the athletes participating in the study got from the d2 attention test were different. There was a significant difference among the applications in all scores of the d2 test (p &lt;0.05). When the averages of the scores were examined, it was found by performing test repetitions that selective attention ability, sustainability of attention, high motivation and psychomotor speed (TN) most marked material) didn’t decrease the stability of psychomotor speed and quality of work performed CP (number of correctly marked d2)] d2 numbers [TN- (E1) + (E2)] that were marked incorrectly or weren’t marked. As a result; it was observed with d2 test which is one of the tests used in the field of applied sports psychology to evaluate the visual focusing attention performance of the athletes that the reason of positive differentiation in the attention performances which was obtained after the intensive exercise was intense concentration and the attention levels were high due to the concentration.

Neuropsychological Functioning and Temperament Traits in a Czech Sample of Children and Adolescents at Familial Risk of Bipolar Disorder.

Background: Although a positive family history is the strongest predictor for bipolar disorder (BD), most offspring of BD parents (BO) will not develop the disorder. Identification of vulnerability markers for BD is essential for specific individual risk estimation. Impairments in cognitive functioning and the presence of specific temperament traits are considered promising candidates.Methods: Sixty-three BO (48% female; 11.8 ± 3.3 years) and 54 control offspring (CO; 44% female; 12.3 ± 3.2 years) comparable in sex (p = 0.4) and age (p = 0.4) were enrolled. Detection of current sub/threshold mood symptoms by the Kiddie Schedule for Affective Disorders and Schizophrenia and General Behavior Inventory was applied to separate BO into ultrahigh-risk (UHR) and high-risk (HR) subgroups. Cognitive functions were tested by the Developmental Neuropsychological Assessment II test battery, d2 Test of Attention, and Amsterdam Neuropsychological Tasks. Temperament was assessed by the Temperament in Middle Childhood and Early Adolescent Temperament Questionnaires.Results: The BO sample consisted of 5 BD, 17 UHR, and 41 HR participants. We did not observe any significant differences between the BO and CO groups or between the UHR, HR, and CO subgroups (Hedges' g = 0.21–0.39) in cognitive functioning. The BO differed significantly in some temperament traits from the CO (g = 0.42–0.61), while the UHR subgroup exhibited lower effortful control and attention focusing than both HR and CO participants (g = 0.92–1.19).Limitations: The cross-sectional design and wide age range of the sample limited our findings.Conclusions: Neuropsychological impairment does not seem to be a trait marker of BD in the premorbid stage. Temperament with low effortful control and low attention focusing might be associated with the development of mood disorders in BO.

Improving Cognitive Performance of 9-12 Years Old Children: Just Dance? A Randomized Controlled Trial.

Exercise is assumed to have positive effects on children’s cognitive performance. However, given the inconclusive evidence for the long-term effects of exercise, it is difficult to advice schools on what specific exercise programs can improve children’s cognitive performance. In particular, little is known about the effects of small exercise programs that may be feasible in daily school practice. Therefore, we assessed the effects of a 9-weeks program consisting of daily exercise breaks on children’s cognitive performance, aerobic fitness and physical activity levels. We conducted a cluster-randomized controlled trial in 21 classes of eight Dutch primary schools. A total of 512 children aged 9–12 years participated. The exercise intervention had a duration of 9 weeks and consisted of a daily 10-min classroom-based exercise break of moderate to vigorous intensity. Before and after the intervention, we used four cognitive tasks (i.e., the Attention Network Test, Stroop test, d2 test of attention and Fluency task) to measure children’s cognitive performance in domains of selective attention, inhibition and memory retrieval. In addition, we measured aerobic fitness with a Shuttle Run test and physical activity during school hours by accelerometers. We analyzed data using mixed models, adjusting for baseline scores, class and school. After 9 weeks, there were no intervention effects on children’s cognitive performance or aerobic fitness. Children in the intervention group spent 2.9 min more of their school hours in moderate to vigorous physical activity as compared to the children in the control group. In conclusion, daily 10-min exercise breaks in the classroom did not improve, nor deteriorate cognitive performance in children. The exercise breaks had no effect on children’s fitness, and resulted in 2.9 min more time spent in moderate to vigorous physical activity during school hours. Daily exercise breaks can be implemented in the classroom to promote children’s physical activity during school time, without adverse effect on their cognitive performance.

Effects of a classroom management intervention on student selective attention: results from a randomized controlled trial

ABSTRACTA main objective of classroom management (CM) is to raise students’ attention to their daily academic work by creating a classroom environment that supports academic and socioemotional learning. While studies have addressed CM effects on classroom-level behaviour or students’ academic outcomes, students’ attention skills been largely overlooked. This randomized controlled trial evaluates the effectiveness of a teacher-targeted CM intervention on students’ selective attention. Twenty-four primary schools were randomized into receiving the Inclusive And Appreciative Classroom Management (IACM) intervention (treatment) or a general information technology (IT) didactics course (control condition). All participating 1st-grade teachers and their students (N = 1,160) were followed for 1 year. Using repeated measurements of the d2 Test of Attention, we find that the IACM intervention improves students’ selective attention with .26 standard deviations. The effect is robust to the inclusion of student- and classroom-level characteristics. All analyses account for the variation across students, classrooms, and schools.

The relationship between “Eyes Reading” ability and verbal memory in bipolar disorder

In psychiatric disorders, neurocognitive impairments are prevalent and have been associated with poor outcome. Deficits in Theory of Mind (ToM, “mentalising”) have also been observed in bipolar disorder (BD); however, the literature shows inconsistent data. The aim of this study was to explore ToM performance in a well-characterized sample of euthymic individuals with BD and its relationship with neurocognitive function. One hundred sixteen euthymic patients with BD between 18 and 74 years (mean age = 42.4, SD = 13.8) and 79 healthy controls (mean age = 39.8, SD = 16.5) were investigated with an extensive neurocognitive test battery (Trail Making Test A/B, d2 Test of Attention, Stroop Color-Word Test, California Verbal Learning Test, Multiple Choice Vocabulary Test). Additionally, all participants were given the Reading the Mind in the Eyes Test (RMET) to measure affective ToM, the ability to make assumptions about other people´s feelings. Overall, “Eyes Reading” performance was not impaired in individuals with BD compared with controls. However, a significant relationship between RMET and verbal memory in BD was shown, particularly in males. Data showed worse RMET performance in patients with memory deficits compared to patients without memory deficits and controls. Due to cross-sectional data, no conclusions can be made with respect to cause and effect.

The Relationship of Shooting Skill with Functional Movement Performance and Attention Level of Basketball Players

The purpose of this study was to determine the relationship of shooting skill with the functional performances and attention levels of professional basketball players. Sixteen male basketball players (age = 20.6 ± 2.30) from university basketball team who were trained on regular basis participated in this study as volunteers. Participants' body height and body weight were measured and body mass indexes were calculated. D2 test of attention was utilized to determine the focus levels. Shooting skills were determined by shooting tests. Spearman Correlation Analysis was utilized to determine the correlation of shooting skill with functional movement performances and attention levels of participants. There was a moderate level of negative correlation (rho = -0.57; p&lt;0.05) between the shooting skill scores and deep squat scores which is one of the functional movement performances. A moderate level of positive correlation (rho = 0.54; p&lt;0.05) between TN-E (Total number of items processed-Total error score) scores and shooting skill scores were determined. Consequently, as the deep squat values of professional basketball players increases, the shooting skill decreases and with the increasing attention level, shooting skill increases.

Evaluation of change blindness in multimedia learning environment with cognitive process

ABSTRACTThis study aims to investigate the change blindness and cognitive processes with eye-tracking method in multimedia learning environment. For this purpose, a multimedia animation which had some changes was designed. The eye movements were examined during the process of detecting the changes in multimedia via eye-tracking technics. The research model was defined as controlled experiment and survey methods. Twenty-one ungraduated students participated in the experiment. Attention and perception levels of participants were determined by d2 Attention Test and Group Embedded Figures Test. Change detection numbers of participants were analyzed according to their attention level and field dependence. The appearance of a major object on the scene was the most detected change and the change on the detail object was detected less. According to findings about the attention level and change detection, the participants at high attention level were more successful at detecting change in multimedia. It was observed that field-independent individuals could detect the change much more compared to the field-dependent individuals.

Impact of Kinect Game on Primary School Students' Mental Computation Speed

This article investigates the effect of kinesthetic educational game on students' mental computation speed. A Solomon four-group design was used to avoid the influence of pretest-posttest design. In order to determine which grade is appropriate for this game, a pilot study was conducted with 30 students. As for the main study, 123 students participated. First, the group was divided into two as control group and experimental group. The participants of the control group played a computer game while the members of experimental group played a kinesthetic educational game. According to Solomon, using a four-group model the study group was divided into 4 separate groups. The groups were randomly assigned and two of them were applied a pre-test. After the pre-test, in order to measure the attention level of students, a d2 test of attention was applied. The study lasted for 8 weeks in total. At the end of the study, a significant difference was found between the mental computation speeds of the experimental and the control groups. The second significant finding in this study was that there was a difference between the mental computation speeds of students depending on their cognitive characteristics. In other words, students with a low attention level finished the games in a longer period of time in comparison with students who have middle and high attention levels. It was concluded that students with a low attention level have lower mental computation speed. The results suggest that within primary school, Kinect-based exergames can be exploited as effective and motivational learning environments.

Acute effect of three different exercise training modalities on executive function in overweight inactive men: A secondary analysis of the BrainFit study

There is currently a consensus about the positive effects of physical exercise on cognition. However, the exercise intensity-dependent effect on executive function remains unclear. Thus, the aim of this study was to compare the acute effects of high-intensity aerobic interval training (HIIT), progressive resistance training (PRT), or combined training (PRT + HIIT) on executive function indicators in overweight inactive adult men (aged 18–30 years old). The participants were screened and excluded for medical conditions known to impact cognitive functioning, which was measured with the Montreal Cognitive Assessment (MoCA) screening cognitive test. A randomised, parallel-group clinical trial was conducted among 36 adults who were randomly assigned to a HIIT (n = 12), PRT (n = 7), PRT + HIIT (n = 7), or control group (n = 10) until the energy expenditure of 400–500 kcal. Cognitive inhibition and attention capacity were examined using the Stroop test and d2 test of attention, respectively, and were obtained pre-exercise for baseline measurement and 1 min post-exercise for each exercise training modality. Cognitive inhibition measured by the Stroop test was improved after the HIIT protocol for the domains of reading by +5.89 (η2 = 0.33), colour naming +9.0 (η2 = 0.60), interference +10.1 (η2 = 0.39), and index interference +6.0 (η2 = 0.20). Additionally, the PRT + HIIT group had an increase for the reading condition of +7.1 (η2 = 0.40), colour naming +7.5 (η2 = 0.80), and interference +5.8 (η2 = 0.39). In regard to attentional capacity, the HIIT group elicited small to medium improvements in the concentration level domain of +21.7 (η2 = 0.44), total performance domain +56.6 (η2 = 0.50), and consistency domain −3.0 (η2 = 0.27). These results were similar in the PRT and PRT + HIIT groups in the concentration level and items-processed domains (P < 0.05). In conclusion, acute HIIT and PRT + HIIT sessions reported important effect sizes than PRT alone for cognitive inhibition and attention capacity. Taken together, the results suggest that even short-term exercise interventions can enhance overweight adults' executive functions.

THE COMPARISON OF ATTENTION LEVELS OF UNIVERSITY STUDENTS IN DIFFERENT SPORT BRANCHES

In this study, it was desired to measure the attention levels of university students in different branches and reveal the severity, direction of the relationship between sportspeople in different branches of sport and sedentary and also the effect of sport on attention. The population of the research is composed of 942 students between the ages of 17-28 who studied at the University of Firat in 2016-2017 academic year and are active in sport activities in 16 branches (Athletics, Basketball, Volleyball, Soccer, Futsal, Table Tennis, Tennis, Badminton, Boxing, Wrestling, Taekwon-do, Handball, Kickboxing, Folk Dance, Karate, and Marksmanship). The sample of the study consisted of 342 students selected by simple random sample method among 942 students (273 active students and 69 sedentary students). The d2 attention test was used to measure the attention levels of the students participating in the study and the obtained data were analyzed and evaluated by chi-square test, independent groups t-test and one- way analysis of variance (ANOVA) with the help of SPSS 22 statistical package program. In the study, it was observed that the students who play sports in the indoor fields have better attention skills than those who do sports in the outdoor fields when sport branches played in the indoor fields were compared with the ones played in outdoor fields. Article visualizations:

Psychometric qualities changes when updating a test: Comparison of d2 and d2-R normalizations in a clinical French population

Updating psychometric tests is essential for neuropsychologists to correctly detect cognitive disorders in clinical practice. However, data concerning the usefulness of this update is often incomplete, and there is a lack of knowledge on the changes of psychometric qualities, especially with clinical populations. The publication of the d2-R (Brickenkamp, 2015) by Hogrefe LTD incited us to compare this new normalization with the first standardization, still widely used, of this attention test (Brickenkamp, 1998). We performed this comparison on a clinical population of 64 adult patients (median age 60.5 years [IQR: 49.5–69]) 4 months post ICU discharge, to whom we administered the d2 attention test. We converted the results in standard scores according to both rating systems and normalizations. We then performed statistical analyzes with the R software, and compared the difference of scores distributions on two rating criteria, namely a quantitative criterion (GZ and CCT) and a criterion also taking into account the quality of answers (KL and CC). We found good correlations for both criteria, confirming data provided by the publisher. But the Wilcoxon test shows a significant difference between GZ and CCT percentiles distributions (w = 1256, P < 0.001), not for KL and CC percentiles (w = 1851, P = 0.35). The results analysis shows a divergence in the pathological zone of the curves: 51.4% of patients who are classified as “significantly slow” in the former norms, are now considered having a normal speed using the new norms ( Fig. 1 ), thus showing great disagreement for slow processing diagnosis. Test publishers should provide more information on the clinical implications of their updates of psychometric tests, correlations cannot be sufficient to discuss sensibility and specificity changes.

An analysis of cognitive functioning of children and youth with type 1 diabetes (T1DM) in the context of glycemic control.

The aim of the study was to evaluate the cognitive functioning of children and youth with type 1 diabetes (T1DM). The study included 68 children with type 1 diabetes, aged 6-17 years, divided into 3 groups according to the level of glycated hemoglobin (HbA1c): group 1: HbA1c ≤ 6.0-7.5%; group 2: HbA1c 7.6-8.5%; group 3: HbA1c over 8.6%. Wechsler's intelligence scale (WISC-R), the Trail of 10 words and Brickenkamp's and Zillmer's d2 Test of Attention were used to assess cognitive functioning. The research demonstrated a significant influence of low, medium or high glycaemic control on lowering the general level of functioning in verbal intelligence, and in WISC-R subtests: information, vocabulary, comprehension, number sequencing and block design. Children with type 1 diabetes mellitus can experience difficulties in cognitive functioning, as a consequence of high HbA1c. Additional research, involving a larger group of patients and a wider age range when the disease was diagnosed, will enable further findings on the occurrence of cognitive impairment in T1DM.

Impact of Coordinated-Bilateral Physical Activities on Attention and Concentration in School-Aged Children.

Purpose This study examined the effects of 4-week, daily 6-minute coordinated-bilateral physical activity (CBPA) breaks in classroom on attention and concentration in school-aged children. Methods Participants (n=116) in fifth grade from two elementary schools were assigned to three groups: two intervention groups (n= 60) and one control group (n = 56). All three groups were pre- and post-tested with the d2 Test of Attention (d2 test). One intervention group (n = 31) took part in six minutes of daily classroom-based coordinated-bilateral physical activity (CBPA) break for four weeks. Another intervention group (n = 29), the Fitbit Only (Fitbit-O), wore Fitbits per day during a school, five days per week for four weeks without CBPA breaks. A 2 × 3 ANOVA was conducted, followed by the post hoc comparisons. Results The CBPA showed significant increases in processing speed (F1 = 6.876, p = .010), focused attention (F1 = 10.688, p = .002), concentration performance (F1 = 26.46, p = .000), and attention span (F1 = 14.090, p = .000) over the control, but not in accuracy (Error %). The CBPA showed significant improvement in concentration performance (F1 = 24.162, p = .000) and attention span (F1 = 6.891, p = .011), compared to the Fitbit-O. No significant changes in all five attention parameters were found between the Fitbit-O and the control. Conclusion It was concluded that daily brief coordinated-bilateral activities can improve attention and concentration in fifth-grade students over the course of four weeks.

Examination of the Relationship Between Test Anxiety and Selective Attention Among Adolescents

The purpose of this study is to determine the predictive level of test anxiety and selective attention skills on test performances of adolescents, who are studying in public and private schools and took high school entrance exams in 2015-2016. The sample of this study consists of 258 8 th grade students in total, including 134 boys and 124 girls, between 13-14 ages. The data of the study were obtained from d2 Test of Attention, Test Anxiety Inventory and from TEOG exams. After examination of the results of the study, it has been indicated that there is a significant relationship between students’ performance on high school entrance exams and selective attention skills. As the quality of student’s visual scanning accuracy, rule compliance and attention performance increase during the exam, test performance increases as well. Likewise, as the students’ negative thoughts about themselves and negative assessments about failing their exams increase, then test performance decreases.

The concentration of console surgeons: prospective evaluation of the loss of attention in robotic-assisted procedures.

To prospectively evaluate the possible loss of attention among console surgeons performing robotic-assisted procedures using a validated psychological test. The concentration of one console surgeon was assessed before and after 25 robotic-assisted procedures (radical prostatectomies) using the validated d2 attention test (computer-assisted, Hogrefe test systems, Germany). Error frequency, work rate, and accuracy of task performance were evaluated as parameters of the fluctuation in concentration. Data were correlated with clinical parameters, including console times, positive surgical margin rates and the use of a nerve-sparing procedure. Pre- and post-operative test results revealed no differences in the number of items performed, but a significant decline in the error-corrected performance between the pre- and post-operative tests was observed with increasing console time (p = 0.046; median console time 123min.). No differences in the pre-operative tests for consecutive procedures (mean time between procedures 93min.) were found, whereas the number of errors (missed items) increased in the post-operative tests (p = 0.0025). The measured differences in test results showed no association with the positive surgical margin rate. A planned nerve-sparing procedure tended to result in a lower level of concentration found in pre-operative testing (p = 0.07). Concentration decrease and loss of attention during robotic-assisted procedures can be measured validly using the d2 attention test. Longer console times lead to loss of attention but consecutive procedures do not decrease the test or surgical performance. Further studies need to address whether similar effects apply to the comparable open or other robotic procedures or to different levels of surgeons experience.

The effects of fatty fish intake on adolescents\u2019 nutritional status and associations with attention performance: results from the FINS-TEENS randomized controlled trial

:BackgroundAdolescence involves changes in dietary habits that may induce imbalances in the intake of different nutrients. Fish is an important dietary source of omega-3 (n-3) long-chain polyunsaturated fatty acids (LCPUFAs), vitamin D, several minerals and high-quality protein. By using secondary outcomes and exploratory analyses, the aims of this paper were to evaluate if nutritional biomarkers (red blood cell fatty acids, serum (s)-25(OH)D, s-ferritin and urinary iodine concentration (UIC)) were altered during a dietary intervention, and if they mediated previously reported changes in attention performance. In addition, to examine the status of the biomarkers and explore associations between dietary pattern, biomarkers and attention performance cross-sectionally at baseline.MethodsThe Fish Intervention Studies-TEENS (FINS-TEENS) was a three-armed intervention trial, including adolescents from eight secondary schools (n = 415; age: 14–15y) in Bergen, Norway. Participants were individually randomized to receive either fish meals, meat meals or n-3 LCPUFA supplements, three times a week for a total of 12 weeks. Blood and urine samples were collected pre and post intervention and attention performance was assessed with the d2 test of attention. Analyses of covariance (ANCOVA) assessed differences between groups in changes of biomarkers and linear mixed models were applied in analyses of attention performance and biomarkers. The trial is registered in ClinicalTrials.gov (NCT02350322).ResultsAt baseline, the mean omega-3 index was 5.8 ± 1.3% and deficient status were identified for s-25(OH)D (54%), s-ferritin (10%) and UIC (40%). The intervention resulted in an increase in DHA and the omega-3 index which was larger in the supplement group compared to the fish and meat group (P < 0.01), and in the fish group compared to the meat group (P < 0.01). No differences between the groups were observed for changes in 25(OH)D, s-ferritin or UIC. None of the biomarkers mediated performance in the d2 test. The intake of fatty fish and a healthy dietary pattern was associated with scores in processing speed at baseline.ConclusionsThese results show that Norwegian adolescents have insufficient status of important nutrients, which may be improved with fatty fish consumption or n-3 LCPUFA supplements. However, nutritional status was not associated with scores in the d2 test of attention.

Improvement of cognitive functions in response to a regular Nordic walking training in elderly women – A change dependent on the training experience

Although regular physical activity is known to benefit health of aging populations, there are still many factors, which regulate exercise-induced adaptive changes. Among many vitamin D and myokines are under consideration. We, therefore, evaluated the influence of a single session of and regular Nordic Walking (NW) training combined with vitamin D supplementation on cognitive functions and muscle strength and some elements of the amino-acid profile.Thirty-five healthy elderly women (68 ± 5 years old) from health promotion programmes took part in the study. At baseline they were divided into two groups: women, who participated in NW training for the first time (Beginners Group: BG) and women, who continued regular NW training longer than four years (Advance Group: AG). All women had a similar concentration of vitamin D (above 20 ng·ml−1) at baseline. The 12 weeks of NW training was supported by supplementation of vitamin D3 (4000 IU/day). Muscle strength, serum concentrations of myokines (irisin and IL-6), brain derived neurotrophic factor (BDNF), inflammation marker, glucose, branched amino acids and tryptophan were all assessed at baseline, 1 h after the first single training session and adequately at the end of the training programme. In addition, iron and ferritin were measured. The concentration of vitamin D3 as well as psychological (Quality-of-Life Assessment, The Beck Depression Inventory-2) and cognitive evaluations (D2 test of attention, Trial Making Test A&B) were also performed before and after the 12-week training programme. Data were interpreted using magnitude-based inferences.According to data obtained in this study, regular NW training resulted in improvement of cognitive functions in aged women. These positive changes were accompanied by an increase of irisin and BDNF concentration (adjusted effect moderate and likely). Our data also revealed that observed reductions of glucose and tryptophan concentrations might have positively contributed to the amelioration of cognitive functions. Still, obtained results indicated that it was not the level vitamin D that modulated exercise-induced changes, but rather the long-lasting experience and being more advanced in training.