Abstract details

Abstract-ID: 2174
Title of the paper: Game On, Grades Up? Investigating the Impact of a Teacher and Pupil Designed Acute Physical Activity Break on Childrens Cognition
Authors: Sam Dixon, Tempest, G. D. Hettinga, F. McCullogh, N.
Institution: Northumbria University
Department: Sport, Exercise and Rehabilitation
Country: United Kingdom
Abstract text Introduction

Physical Activity (PA) is beneficial for children’s physical and mental health. Schools play a crucial role in children’s health promotion strategies, and amidst a demanding academic curriculum, PA breaks should be optimised to promote key cognitive and psychological variables linked to academic performance. Feasibility, ease of implementation, and effectiveness from key stakeholders perspectives should also be considered. Utilising an acute approach provides insight into the immediate impact of PA break strategies, complementing long-term PA research. Therefore, the primary aim of this study was to examine the impact of an acute PA break, designed by children and teachers, on children’s cognitive function.



Methods

In a prior study, we co-designed a PA break with children and teachers, which resulted in a 5-min PA break, consisting of playground games, performed outdoors with the whole class. Using a fully repeated measures design, preadolescent children (n=120, aged 5-11 years old) completed 5-min of playground games, usual practice (The Daily Mile) and a control (no PA) condition in a randomised and counterbalanced order. Rating of perceived exertion (RPE 1-10 scale) was measured following each PA condition and cognitive function (Stroop and Connections Tests) was measured pre, post (10-min) and following (45-min) each condition. A dependent t-test (RPE) and separate Condition (playground games, usual practice, control) by Time (pre, post, follow-up) repeated measures ANOVAs (response time and/or accuracy) were conducted (significance level, p=0.05).



Results

Perceived exertion was higher for the playground games (M=4.89, SD=2.83) vs. the usual practice (M=3.60, SD=2.87) condition (t(103) = -3.98, p<0.001). For the Connections Test, a main effect of Time (F(2,194) = 12.09, p<0.001), indicated improved accuracy pre to post (M=76.42, SD= 30.08, M=80.57, SD= 35.01) vs. post to follow-up (M=81.91, SD= 33.71). Whereas for the Stroop Test, a Condition by Time interaction (F(3,318) = 3.15, p=0.023), indicated no change in accuracy between conditions pre to post. However, accuracy reduced post-10min to follow-up in the playground games (M=93.75, SD=12.85) condition vs. usual practice (M=95.55, SD=10.44) and control (M=95.42, SD=10.77) conditions. No significant effects were recorded for response time (p>0.05).



Conclusions

A PA break consisting of playground games was co-designed to promote physiological and cognitive benefits. Compared to usual-practice, playground games felt more physiologically challenging, yet children’s cognitive function was maintained at 10-min, but not 45-minutes later. These findings acknowledge the importance of the timing and type of cognitive assessment employed, and contribute to the development of feasible and effective, child and teacher led PA breaks, to harness cognitive benefits throughout the school day.
Topic: Psychology
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