Effect of Acute Vigorous Intensity Physical Activity on Cognitive Control in College-Aged Students

Autor/inn/en	Phillips, David; Gregory, Bradley; Hart, Jeffery; Arville, Patrick; Dilworth, Quinn; Burns, Ryan D.
Titel	Effect of Acute Vigorous Intensity Physical Activity on Cognitive Control in College-Aged Students
Quelle	In: International Journal of Kinesiology in Higher Education, 3 (2019) 4, S.106-116 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2471-1616
DOI	10.1080/24711616.2019.1633708
Schlagwörter	Physical Activity Level; Cognitive Processes; College Students; Attention Control; Short Term Memory; Inhibition; Body Composition; Grade Point Average + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Collegestudent; Aufmerksamkeitstest; Kurzzeitgedächtnis; Hemmung
Abstract	To determine the effect of physical activity (PA) on three differing types of cognitive processes, within an under-researched segment of the population, 77 college-aged students were recruited from a university in the southwestern United States. These participants completed three computer-driven tests from a battery of measurements that assess various components of cognitive control (CC)--One Card Learning Test (attention), Two Back Card Test (working memory), and Revised Groton Learning Maze Test (inhibition/ executive function). Testing took place after a bout of sedentary activity, and two weeks later, after a bout of individualized PA (based on VO2 max). Due to the high intellect/high fit nature of the participants, there was no statistical significance with the One Card learning or Two Card Back Tests (i.e., many reached the test 'ceiling' on the initial attempt). After controlling for sex, age, BMI, estimated aerobic capacity, and GPA, there were significant differences between sedentary and physical activity conditions in both moves-per-second (adjusted b-coefficient = 0.132, p < 0.001) and duration (adjusted b-coefficient = -22,653 ms, p < 0.001) within the Revised Groton Maze Learning Test. The differences between conditions represented a medium-to-large effect. There were no moderating influences on the condition differences. This study adds to the existent literature that suggests PA may facilitate increases in CC, dependent on the nature of the cognitive task. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01