The Effect of an 8-Week Aerobic Dance Program on Executive Function in Children

2021 ◽  
pp. 003151252110580
Author(s):  
Khawla Zinelabidine ◽  
Yousri Elghoul ◽  
Ghada Jouira ◽  
Sonia Sahli
Keyword(s):  
Working Memory ◽  
Primary School ◽  
Cognitive Flexibility ◽  
Repeated Measures ◽  
Mixed Model ◽  
Primary School Children ◽  
Control Group ◽  
Aerobic Dance ◽  
Digit Recall ◽  
Dance Intervention

In the current study, we examined the effect of an aerobic dance program as part of physical education (PE) classes on aspects of primary school children’s executive functions (EFs) (inhibition, working memory, and cognitive flexibility). Participants were 41 children (21 boys and 20 girls; M age =10.30, SD = 0.50 years, M height = 134.09, SD= 3.9 cm; M weight = 35.61, SD = 7.85 kg) who were divided into an experimental group (EG) and a no-PE control group (CG). The EG followed an aerobic dance intervention as part of their PE program (45 minute sessions two days per week over eight weeks). Participants in both groups performed EF tests before and after the intervention period to evaluate their mental flexibility, inhibition, and working memory. A two-way mixed model repeated measures ANOVA revealed a significant effect of the aerobic dance program on participants’ cognitive flexibility (i.e., on Trails Making Tests B-A times and committed errors) ( p <0.001), and on Stroop measures of inhibition (corrected number of words and corrected errors) ( p <0.001 and p <0.01, respectively), with post-hoc analyses showing an improved performance by the EG in working memory (digit recall score) from pre-test to post-test and in comparsion to the CG ( p < 0.001). Thus, this 8-week aerobic dance program promoted EF development among primary school children.

scholarly journals Effects of Tai Chi on the Executive Function and Physical Fitness of Female Methamphetamine Dependents: A Randomized Controlled Trial

2021 ◽  
Vol 12 ◽  
Author(s):  
Shen Menglu ◽  
Liu Ruiwen ◽  
Yang Suyong ◽  
Zhu Dong
Keyword(s):  
Working Memory ◽  
Physical Fitness ◽  
Cognitive Flexibility ◽  
Repeated Measures ◽  
Tai Chi ◽  
Controlled Trial ◽  
Exercise Group ◽  
Control Group ◽  
Main Effect ◽  
Back Task

Purpose: Exercise improves the health and mental status of drug dependents. The way by which Tai Chi (TC) as a special exercise treatment affects executive functions (EFs) of methamphetamine (MA) dependents is yet to be established. This study aimed to explore the effects of TC on the EFs and physical fitness of MA dependents.Methods: A total of 76 female MA dependents were randomly assigned to the exercise and control groups. The exercise group underwent three 60-min sessions of TC training per week for 12 weeks. The control group was trained with conventional exercises including the 9th Guang Bo Ti Cao and square dance. Physical fitness and EF assessments that evaluated inhibitory control (IC, go/no-go task), working memory (3-back task) and cognitive flexibility (switching task) were performed at baseline and at 12 weeks. A repeated-measures ANOVA was applied to analyze the differences of group and time.Results: The exercise group showed decreased response time (RT) with a significant main effect of time on the go/no-go task [F(1, 68) = 9.6, p &lt; 0.05]. The interaction effect between time and group was significant on accuracy [F(1, 61) = 4.73, p &lt; 0.05], and the main effect of time was significant on RT [F(1, 61) = 4.66, p &lt; 0.05] in the 3-back task of the exercise group. Significant changes in BMI [F(1, 68) = 19.57, p &lt; 0.05], vital capacity [F(1, 68) = 6.00, p &lt; 0.05], and systolic blood pressure [F(1, 68) = 6.11, p &lt; 0.05] were observed in the exercise group.Conclusion: These findings showed that 3 months of TC training can improve the IC and maintain the working memory and cognitive flexibility of MA dependents. Other data implied that TC may improve the physical fitness of MA dependents.Clinical Trial Registration:http://www.chictr.org.cn/, ChiCTR1900022091.

scholarly journals An Animal-Assisted Education Intervention with Dogs to Promote Emotion Comprehension in Primary School Children—The Federico II Model of Healthcare Zooanthropology

Animals ◽  
2021 ◽  
Vol 11 (6) ◽  
pp. 1504
Author(s):  
Cristiano Scandurra ◽  
Antonio Santaniello ◽  
Serena Cristiano ◽  
Fabrizio Mezza ◽  
Susanne Garzillo ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Mixed Model ◽  
Peer Interactions ◽  
School Setting ◽  
Primary School Children ◽  
Control Group ◽  
Post Intervention ◽  
Experimental Group

Emotion comprehension (EC) is a crucial competence for children, as it determines the quality of peer interactions. This study assessed the efficacy of an animal-assisted education (AAE) intervention with dogs based on the Federico II Model of Healthcare Zooanthropology (FMHZ) to promote EC in a group of primary school children. One hundred and four children (48 females) aged 6–7 years took part in the study, of whom 63 participated in the AAE intervention (i.e., experimental group) and 41 did not (i.e., control group). The intervention was deployed in a school setting through a group format and consisted of five bimonthly sessions. EC was assessed pre- and post-intervention, and at a 3-month follow-up. Student’s t-test and mixed-model ANOVA were performed to analyze the effect of the intervention on EC. EC significantly improved in children of the experimental group compared to the control group. Significant time effects from pre- to post-intervention, post-intervention to follow-up, and pre-intervention to follow-up assessment were found in the experimental group only. AAE based on FMHZ was effective in improving EC in children.

The Imola Active Breaks study: a new strategy in child public health to reduce sedentary

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
A Masini ◽  
S Marini ◽  
D Gori ◽  
M Montalti ◽  
M Lanari ◽  
...  
Keyword(s):  
Public Health ◽  
Primary School ◽  
Action Plan ◽  
Vigorous Physical Activity ◽  
Total Sample ◽  
Primary School Children ◽  
Control Group ◽  
Good Strategy ◽  
New Strategy ◽  
Active Breaks

Abstract Background Physical inactivity is worldwide considered one of the biggest public health problems of the 21st century. WHO recommended in children, at least 60 minute of Moderate Vigorous Physical activity (MVPA) per day, but low percentages comply with guidelines. Considering that children spend many hours at school, classroom is the ideal setting to increase their PA. Active Breaks (AB) are a 5-15-minute bouts of PA led by the teachers during academic lessons. The aim of the Imola AB study is to implement a 1-year intervention based on AB (10min/3per-day) in primary school as a new strategy to reduce inactivity. We present the baseline results. Methods Quasi-experimental pre-post study in 6-10aged primary school children, in Imola(Italy).We evaluated PA level with Actigraph accelerometers: time (in minutes) spent in MVPA Weekly and Daily (W-MVPA; D-MVPA) and Weekly Sedentary behaviours (W-SB). Results We recruited 152 children: N = 110 in Active Breaks experimental group (AB) and N = 42 in control group (CG). Actigraph's analysis showed that 42,5% of children in the ABG vs 31.0% in the CG reach the WHO recommendation (p=ns). We investigated baseline differences between groups using ANOVA dividing children by grade. In 3-4 grades: W-MVPA (AB = 318.3±15.5 vs CG = 310.4±98.0 p = 0.78); D-MVPA (AB = 53.0±20.3 vs CG = 51.8±16.3 p = 0.79);W-SB (AB = 6,687.5±375.3 vs CG = 6,754.7±281.0 p = 0.45). In 1grade: W-MVPA (AB = 376.1±127.9 vs CG = 300.3±120.0 p = 0.02); D-MVPA (AB = 62.7±21.3 vs CG = 50.0±20.0 p = 0.02); W-SB (AB = 6,436.0±496.0 vs CG = 6,373.3 ±1,532.0 p = 0.7). Conclusions Only the 39.2% of the total sample met the 60-minute/day of MVPA recommended. We found no significant baseline differences in PA level measured by Actigraph between CG and AB, excepted in 1 grade. The intervention implemented in the Imola AB study could be a good strategy to reduce sedentary in children and reach the WHO recommendation, thus contributing to the aims of the new Global Action Plan on PA 2018-2030. Key messages Less than 50% reach the WHO recommendations of PA. AB implemented in the Imola Study could be a public health school-based strategy to reduce sedentary and increase healthy behavior in children. Active breaks (AB) are emerging as a good strategy to increase the PA level, reducing the time in sedentary habits.

Combined cognitive and motor training improves the outcome in the early phase after stroke and prevents a decline of executive functions: A pilot study

2020 ◽  
pp. 1-12
Author(s):  
Mareike Eschweiler ◽  
Lara Bohr ◽  
Josef Kessler ◽  
Gereon R. Fink ◽  
Elke Kalbe ◽  
...  
Keyword(s):  
Working Memory ◽  
Pilot Study ◽  
Cognitive Flexibility ◽  
Negative Impact ◽  
Low Frequency ◽  
Control Group ◽  
Motor Training ◽  
Set Shifting ◽  
Stroke Patients ◽  
Motor Functioning

BACKGROUND: The negative impact of cognitive dysfunction on motor rehabilitation as a relearning-process is well known in stroke patients. However, evidence for combined cognitive and motor training (CMT) is lacking. OBJECTIVE: To evaluate the effects of combined CMT in early stroke rehabilitation. METHODS: In a controlled pilot study, 29 moderately affected stroke patients with low-level motor performance and cognitive impairment received motor therapy plus either cognitive (experimental group, EG) or low-frequency ergometer training (control group, CG) for eight days. RESULTS: Both groups improved their motor functioning significantly. After training, between-group comparison revealed significant differences for cognitive flexibility and trends for set-shifting, working memory, and reaction control in favor of the EG. Within-group effects showed improvement across all cognitive domains in the EG, which correlated with gains in bed-mobility, while the CG showed no significant improvement in cognition. Rather, a trend towards reaction control decline was observed, which correlated with less functional progression and recovery. Furthermore, a decline in cognitive flexibility, set-shifting, and working memory was descriptively observed. CONCLUSIONS: Combined CMT may enhance cognition and motor relearning early after stroke and is superior to single motor training. Further studies are needed to replicate these results and investigate long-term benefits.

scholarly journals The Application of a Computerized Cognitive Screening Tool in Naval Aviators

2021 ◽  
Vol 186 (Supplement_1) ◽  
pp. 198-204
Author(s):  
Shawnna M Chee ◽  
Veronica E Bigornia ◽  
Daniel L Logsdon
Keyword(s):  
Repeated Measures ◽  
High Performance ◽  
Mixed Model ◽  
Screening Tool ◽  
Federal Aviation Administration ◽  
Control Group ◽  
Operational Environment ◽  
Desktop Computer ◽  
Naval Aviators ◽  
High Performance Aircraft

ABSTRACT Introduction The CogScreen-Aeromedical Edition (CogScreen-AE) is a computerized neurocognitive assessment screening tool developed for the Federal Aviation Administration as a rapid, reliable means of measuring neurocognitive deficiency in civilian airline pilots. This has potential use and assessment of military aviators flying high performance aircraft under extreme conditions; however, no data exist on how the dynamic flight environment affects CogScreen-AE scores. The objectives of this study were to determine what changes in performance on CogScreen-AE scores are seen post-flight in Naval Aviators flying high performance aircraft and to determine the potential for use of CogScreen-AE as a screening tool to evaluate degree of impairment, recovery from neurological illness, and return to duty status of a military aviator. Materials and Methods Repeated measures, within-subjects experimental design with three CogScreen-AE administrations—introduction session, preflight session, and postflight session. An experimental study group was exposed to dynamic flight between preflight and postflight sessions, while a control group flew a desktop computer flight simulator between sessions. Data were analyzed by mixed model ANOVA using Statistical Package for the Social Sciences to compare CogScreen-AE pre- and postflight performance on 5 composite scores of variables that account for 45% of the variance in predicting flight performance. Results Preflight versus postflight scores demonstrated no significant differences in performance attributable to flight in high performance aircraft. Conclusions The CogScreen-AE performance is shown to be consistent preflight to post-flight. These data show that CogScreen-AE may be a reliable clinical instrument for assessing aviators’ cognitive function with regard to return to flight duty decision-making. We anticipate future work in determining how CogScreen-AE can be utilized in the operational environment and documenting recovery from neurologic illness.

scholarly journals Classroom Standing Desks and Time-Series Variation in Sedentary Behavior and Physical Activity among Primary School Children

2019 ◽  
Vol 16 (11) ◽  
pp. 1892 ◽  
Author(s):  
Tetsuhiro Kidokoro ◽  
Yasuo Shimizu ◽  
Kanako Edamoto ◽  
Michael Annear
Keyword(s):  
Physical Activity ◽  
Time Series ◽  
Primary School ◽  
Sedentary Behavior ◽  
School Children ◽  
Primary School Children ◽  
Control Group ◽  
School Time ◽  
Intensity Physical Activity

The purpose of the present study was to examine the effects of height-adjustable standing desks on time-series variation in sedentary behavior (SB) among primary school children. Thirty-eight children aged 11–12 years (22 boys and 16 girls) from two classes at a primary school in Nagano, Japan, participated in this study. One class was allocated as the intervention group and provided with individual standing desks for 6 months, and the other was allocated as the control group. Time spent in SB, light-intensity physical activity (LPA), and moderate-to-vigorous-intensity physical activity (MVPA) was measured using accelerometers (ActiGraph) at baseline and follow-up. Time spent in SB was significantly lower by 18.3 min/day on average in the intervention class at follow-up (interaction effects: F(1, 36) = 4.95, p = 0.035, η2 = 0.082). This was accompanied by a significant increase in time spent in MVPA (+19.9 min/day on average). Our time-series analysis showed significant decreases in SB during school time, while no change in SB was found during non-school time. This result indicates that the use of standing desks promotes an overall reduction in SB with no compensatory increase during non-school time.

Bizzy Break! The Effect of a Classroom-Based Activity Break on In-School Physical Activity Levels of Primary School Children

2013 ◽  
Vol 25 (2) ◽  
pp. 300-307 ◽  
Author(s):  
Elaine Murtagh ◽  
Maureen Mulvihill ◽  
Oonagh Markey
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Intervention Group ◽  
Primary School Children ◽  
Control Group ◽  
Step Counts ◽  
Significant Difference

The school has been identified as a key setting to promote physical activity. The purpose of this study was to evaluate the effect of a classroom-based activity break on in-school step counts of primary school children. Data for 90 children (49 boys, 41 girls, 9.3 ± 1.4 years) from three Irish primary schools is presented. In each school one class was randomly assigned as the intervention group and another as controls. Children’s step counts were measured for five consecutive days during school hours at baseline and follow-up. Teachers of the intervention classes led a 10 min activity break in the classroom each day (Bizzy Break!). Mean daily in-school steps for the intervention at baseline and follow-up were 5351 and 5054. Corresponding values for the control group were 5469 and 4246. There was a significant difference in the change in daily steps from baseline to follow-up between groups (p < .05). There was no evidence that girls and boys responded differently to the intervention (p > .05). Children participating in a daily 10 min classroom-based activity break undertake more physical activity during school hours than controls.

scholarly journals Effect of a School-Based Anxiety Prevention Program among Primary School Children

2019 ◽  
Vol 16 (24) ◽  
pp. 4913 ◽  
Author(s):  
Siti Fatimah Ab Ghaffar ◽  
Sherina Mohd Sidik ◽  
Normala Ibrahim ◽  
Hamidin Awang ◽  
Lekhraj Rampal Gyanchand Rampal
Keyword(s):  
Primary School ◽  
Prevention Program ◽  
Coping Skills ◽  
Self Esteem ◽  
Primary School Children ◽  
Control Group ◽  
Anxiety Prevention ◽  
School Based ◽  
Increased Risk ◽  
Significant Difference

Anxiety is one of the most common mental health disorders in childhood, and children with anxiety have an increased risk of psychiatric disorders during adulthood. This study aimed to evaluate the effectiveness of a school-based anxiety prevention program for reducing anxiety among primary school students relative to a school-as-usual control group. Secondary to this, the current study aimed to examine the effect of a school-based prevention program on worry coping skills and self-esteem. A two-group parallel cluster randomized controlled trial of a single-blinded study was conducted to evaluate the effectiveness of the program, with schools as the unit of allocation and individual participants as the unit of analysis. The intervention program was conducted between May 2016 and December 2017. The primary outcome was anxiety, whereas the secondary outcomes were worry coping skills and self-esteem measured at three months post-intervention. Data were analyzed by using a generalized linear mixed model, accounting for the clustering effect. Subgroup analyses were performed for children with anxiety. A total of 461 students participated in this study. At baseline, there was no significant difference between groups for anxiety score, worry coping skills score, and self-esteem score (p > 0.05). The intervention was effective in reducing anxiety for the whole sample (p = 0.001) and the anxiety subgroup (p = 0.001). However, it was not effective in improving worry coping skills and self-esteem. These findings suggest that the program could be effective for reducing symptoms of anxiety when delivered in schools and provide some support for delivering this type of program in primary school settings.

scholarly journals The Effects of Brain Breaks on Motives of Participation in Physical Activity among Primary School Children in Malaysia

2019 ◽  
Vol 16 (13) ◽  
pp. 2331 ◽  
Author(s):  
Mawar Siti Hajar ◽  
Hussein Rizal ◽  
Yee Cheng Kueh ◽  
Ayu Suzailiana Muhamad ◽  
Garry Kuan
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Control Group ◽  
P Value ◽  
Factorial Anova ◽  
Significant Downward Trend ◽  
Brain Breaks ◽  
And Control

Brain breaks is a physical activity (PA) video designed for school settings that is used to stimulate student’s health and learning. The purpose of this study is to measure the effects of brain breaks on motives of participation in PA among primary school children in Malaysia. Purposive sampling was used to divide 159 male and 176 female students aged 10 to 11 years old, mean (standard deviation (SD)) = 10.51 (0.50), from two schools in Kelantan, Malaysia into intervention (n = 183) and control (n = 152) groups. Students undertook brain breaks activities on school days (five minutes per session) spread out for a period of four months. Mixed factorial analysis of variance (ANOVA) was used to test the students’ motives of participation in PA for pre-, mid-, and post-tests using the Physical Activity and Leisure Motivation Scale-Youth-Malay (PALMS-Y-M). Mixed factorial ANOVA showed significant changes in enjoyment, F(2, 392) = 8.720, p-value (ηp2) = 0.001 (0.043); competitiveness, F(2, 195) = 4.364, p-value (ηp2) = 0.014 (0.043); appearance, F(2, 392) = 5.709, p-value (ηp2) = 0.004 (0.028); and psychological condition, F(2, 392) = 4.376, p-value (ηp2) = 0.013 (0.022), whereas mastery, affiliation, and physical condition were not significant (p < 0.05). Further post-hoc analysis revealed a significant downward trend in the control group (p < 0.05). Brain breaks is successful in maintaining students’ motives for PA in four of the seven factors.

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