Author(s): BERGER, M., GERBER, M., LUDYGA, S., Institution: UNIVERSITY OF BASEL, Country: SWITZERLAND, Abstract-ID: 365

Abstract

On-task behavior in the classroom, which partially relies on inhibitory control (Ludyga et al., 2022), is a key predictor of academic success (Spengler et al., 2018). Physical activity may promote on-task behavior through its beneficial effects on inhibitory control (Xue et al., 2019). As different exercise types and intensities can influence demands on inhibitory control differently in boys and girls (Ludyga et al., 2020), these characteristics may also determine potential associations with on-task behavior. Our study aimed to investigate how type and intensity of physical activity are related to on-task behavior and whether this association is mediated by inhibitory control as well as moderated by sex.

In this cross-sectional study, 142 school-aged children (47.2% boys; mean age = 11.6 years) were recruited from local schools. Classroom behavior was video recorded and coded into on- and off-task behavior within short time epochs. Physical activity type and intensity were assessed using a 7-day recall, and inhibitory control was measured with a computerized Flanker task.

Based on path analysis, no significant relationships between physical activity intensity, inhibitory control, and on-task behavior were found. In contrast, physical activity type showed sex-specific associations: open-skill sport participation was positively related to on-task behavior in boys (β = .27, p < .05), whereas closed-skill sport participation was positively related to on-task behavior in girls (β = .25, p = .05). However, inhibitory control did not mediate these associations.

Classroom behavior appears to be more strongly associated with the type of physical activity than with its intensity. The observed sex-specific links between participation in open- and closed-skill sports and on-task behavior underscore the importance of tailoring interventions for boys and girls.

References

Ludyga, S., Gerber, M., Pühse, U., Looser, V. N., & Kamijo, K. (2020). Systematic review and meta-analysis investigating moderators of long-term effects of exercise on cognition in healthy individuals. Nature Human Behaviour, 4(6), 603–612.

Ludyga, S., Gerber, M., Brand, S., Möhring, W., & Pühse, U. (2022). Do different cognitive domains mediate the association between moderate‐to‐vigorous physical activity and adolescents’ off‐task behaviour in the classroom? British Journal of Educational Psychology, 92(1), e12445.

Spengler, M., Damian, R. I., & Roberts, B. W. (2018). How you behave in school predicts life success above and beyond family background, broad traits, and cognitive ability. Journal of Personality and Social Psychology, 114(4), 620–636.

Xue, Y., Yang, Y., & Huang, T. (2019). Effects of chronic exercise interventions on executive function among children and adolescents: A systematic review with meta-analysis. British Journal of Sports Medicine, 53(22), 1397–1404.