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The Effects of a Cognitively Challenging Physical Activity Intervention on School Children’s Executive Functions and Motivational Regulations
This study examined the effects of a physical education intervention consisting of cognitively challenging physical activity games on school children’s executive functions and motivational regulations. Ninety-nine fourth- and fifth-grade children participated in this two-group, repeated measures, qu...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9564380/ https://www.ncbi.nlm.nih.gov/pubmed/36232040 http://dx.doi.org/10.3390/ijerph191912742 |
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author | Kolovelonis, Athanasios Pesce, Caterina Goudas, Marios |
author_facet | Kolovelonis, Athanasios Pesce, Caterina Goudas, Marios |
author_sort | Kolovelonis, Athanasios |
collection | PubMed |
description | This study examined the effects of a physical education intervention consisting of cognitively challenging physical activity games on school children’s executive functions and motivational regulations. Ninety-nine fourth- and fifth-grade children participated in this two-group, repeated measures, quasi-experimental study with a cross-over design. Children’s executive functions (measured with the design fluency and Stroop and flanker tests) and motivational regulations were measured pre- and post-intervention and one month later. At post-test, the experimental group children outperformed the waiting-list control group children in all design fluency test conditions and accuracy in the Stroop and flanker tests. Both groups improved from pre- to post-intervention their speed (reaction time) in the Stroop and flanker tests. The waiting-list control group children, after receiving the intervention, improved their performance in the executive function tests except for Stroop test accuracy and flanker test speed. The positive effects were reduced significantly one month after the end of the intervention but remained significantly higher compared to pre-intervention. No intervention effects were found for the motivational regulations. These results showed that the intervention had positive effects on children’s executive functions and supported the new shift of designing physical activity programs for developing combinedly children’s physical and cognitive development. |
format | Online Article Text |
id | pubmed-9564380 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-95643802022-10-15 The Effects of a Cognitively Challenging Physical Activity Intervention on School Children’s Executive Functions and Motivational Regulations Kolovelonis, Athanasios Pesce, Caterina Goudas, Marios Int J Environ Res Public Health Article This study examined the effects of a physical education intervention consisting of cognitively challenging physical activity games on school children’s executive functions and motivational regulations. Ninety-nine fourth- and fifth-grade children participated in this two-group, repeated measures, quasi-experimental study with a cross-over design. Children’s executive functions (measured with the design fluency and Stroop and flanker tests) and motivational regulations were measured pre- and post-intervention and one month later. At post-test, the experimental group children outperformed the waiting-list control group children in all design fluency test conditions and accuracy in the Stroop and flanker tests. Both groups improved from pre- to post-intervention their speed (reaction time) in the Stroop and flanker tests. The waiting-list control group children, after receiving the intervention, improved their performance in the executive function tests except for Stroop test accuracy and flanker test speed. The positive effects were reduced significantly one month after the end of the intervention but remained significantly higher compared to pre-intervention. No intervention effects were found for the motivational regulations. These results showed that the intervention had positive effects on children’s executive functions and supported the new shift of designing physical activity programs for developing combinedly children’s physical and cognitive development. MDPI 2022-10-05 /pmc/articles/PMC9564380/ /pubmed/36232040 http://dx.doi.org/10.3390/ijerph191912742 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Article Kolovelonis, Athanasios Pesce, Caterina Goudas, Marios The Effects of a Cognitively Challenging Physical Activity Intervention on School Children’s Executive Functions and Motivational Regulations |
title | The Effects of a Cognitively Challenging Physical Activity Intervention on School Children’s Executive Functions and Motivational Regulations |
title_full | The Effects of a Cognitively Challenging Physical Activity Intervention on School Children’s Executive Functions and Motivational Regulations |
title_fullStr | The Effects of a Cognitively Challenging Physical Activity Intervention on School Children’s Executive Functions and Motivational Regulations |
title_full_unstemmed | The Effects of a Cognitively Challenging Physical Activity Intervention on School Children’s Executive Functions and Motivational Regulations |
title_short | The Effects of a Cognitively Challenging Physical Activity Intervention on School Children’s Executive Functions and Motivational Regulations |
title_sort | effects of a cognitively challenging physical activity intervention on school children’s executive functions and motivational regulations |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9564380/ https://www.ncbi.nlm.nih.gov/pubmed/36232040 http://dx.doi.org/10.3390/ijerph191912742 |
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