Author(s): ZEHNDER, C., ANZENEDER, S.1, MARTIN-NIEDECKEN, A.L.2, BENZING, V.1, SCHMIDT, M.1, Institution: UNIVERSITÄT BERN, Country: SWITZERLAND, Abstract-ID: 2170

Introduction
Acute PA bouts transiently enhance children’s executive functions (EFs; e.g., Cabral et al., 2025). Incorporating brief PA bouts into school routines represents a feasible strategy to reduce sedentary time while supporting learning and academic performance. However, evidence on short PA bouts (< 20 minutes), which are most compatible with classroom practice, remains limited (Dixon et al., 2025). Consequently, it is unclear whether bout duration per se or other PA characteristics, such as delivery mode, drive acute EF benefits. Therefore, this study examines the dose–response relationship between PA bout durations of 5, 10, 15, and 20 minutes and EF outcomes in children, while additionally exploring the role of specific PA characteristics.
Methods
A total of 86 schoolchildren (M = 11.7 years, SD = 0.75; 57% female) participated in the study. Children completed four experimental conditions that differed in PA bout duration (5, 10, 15, and 20 minutes). In all conditions, participants engaged in the exergame Astrofit, an active video game specifically designed and developed for this intervention to deliver cognitively engaging PA bouts in a structured group-based setting while allowing individualization of activity levels. EFs were assessed immediately after each bout using the Hearts and Flowers task (Davidson et al., 2006). Questionnaires assessing specific PA characteristics were administered before the bout, every 5 minutes during gameplay, and after the bout.
Results
EF performance did not differ significantly across PA bout durations (η²ₚs = 0.01). Habitual PA behavior was a significant covariate, with children with higher habitual PA levels showing better EF performance (η²ₚ = 0.11). Beyond PA bout duration, specific quantitative characteristics (intensity) and qualitative characteristics (perceived stress, cognitive engagement, valence) of the PA bouts, as well as the delivery mode reflected in game performance, showed small but significant associations with EF outcomes (rs =-.17 to .18).
Discussion
This study found no differences in EFs across PA bout durations, suggesting that short PA bouts between 5 and 20 minutes may be similarly effective. Instead, bout characteristics and mode of delivery were associated with EFs performance, emphasizing that how PA bouts are designed and implemented may matter more than duration per se. These findings highlight the relevance of well-designed, group-based exergames in school settings, where enjoyment, cognitive challenge, and intensity appear more important for EF benefits than bout duration alone.

References
Cabral et al., 2025, Int J Sport Exerc Psychol
Dixon et al., 2025, Ment Health Phys Act
Davidson et al., 2006, Neuropsychologia