The third dimension, shifting, is based on updating and inhibition, and represents the ability to change among multiple tasks, operations, rules or perspectives. The second dimension, inhibition, refers to the avoidance of dominant, automatic or prepotent responses. EFs can be subdivided into three core dimensions: The first dimension is updating, the ability to keep relevant information in working memory. The term “EFs” refers to a set of top-down mental processes that allows for controlled and goal-directed behaviour. Cognitive functions, particularly executive functions (EFs), are acknowledged as a predictor for academic achievement. There is a growing body of research supporting a positive relationship between physical activity (PA), cognitive functions and academic achievement. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.Ĭompeting interests: The authors have declared that no competing interests exist. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.ĭata Availability: All relevant data are within the paper and its Supporting Information files.įunding: This work was supported by a grant (#15-05) from the Federal Office of Sport (FOSPO) Magglingen, Switzerland. Received: JAccepted: FebruPublished: March 6, 2019Ĭopyright: © 2019 Egger et al. PLoS ONE 14(3):Įditor: Belinda Parmenter, UNSW Sydney, AUSTRALIA ![]() These results suggest that the inclusion of cognitively engaging PA breaks seem to be a promising way to enhance school children’s cognitive functions.Ĭitation: Egger F, Benzing V, Conzelmann A, Schmidt M (2019) Boost your brain, while having a break! The effects of long-term cognitively engaging physical activity breaks on children’s executive functions and academic achievement. The cognition group profited only in terms of enhanced mathematic performance, whereas the aerobic group remained unaffected. Results showed that the combo group profited the most displaying enhanced shifting and mathematic performance. Executive functions (updating, inhibition, shifting) and academic achievement (mathematics, spelling, reading) were measured pre- and post-intervention. Children ( N = 142) aged between 7 and 9 years were allocated to a 20-week classroom-based PA program, with either high physical exertion and high cognitive engagement ( combo group), high physical exertion and low cognitive engagement ( aerobic group), or low physical exertion and high cognitive engagement ( cognition group). ![]() ![]() The aim of the study was to examine the effects of qualitatively different PA breaks on children’s cognitive outcomes. Classroom-based physical activity (PA) is gaining attention in terms of its potential to enhance children’s cognitive functions, but it remains unclear as to which specific modality of PA affects cognitive functions most.
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