Effects of a games-based physical education lesson on cognitive function in adolescents.

Despite the importance of physical education (PE) lessons for physical activity in adolescents, the acute cognitive responses to PE lessons have not been explored; a gap in the literature that this study addresses. Following familiarisation, 76 (39 female) adolescents (12.2 ± 0.4 y) completed two trials (60 min games-based PE lesson and 60 min academic lesson) separated by 7-d in a counterbalanced, crossover design. Attention, executive function, working memory, and perception were assessed 30 min before, immediately post, and 45 min post-lesson in both trials. Participants were split into high-and low-fit groups based on a gender-specific median split of distance run on the multi-stage fitness test. Furthermore, participants were split into high and low MVPA groups based on a gender-specific median split of MVPA time (time spent >64% HR max) during the PE lesson. Overall, a 60 min games-based PE lesson had no effect on perception, working memory, attention, or executive function in adolescents (all p > 0.05) unless MVPA time is high. The physical activity-cognition relationship was moderated by MVPA, as working memory improved post-PE lesson in adolescents who completed more MVPA during their PE lesson (time*trial*MVPA interaction, p < 0.05, partial η2 = 0.119). Furthermore, high-fit adolescents displayed superior cognitive function than their low-fit counterparts, across all domains of cognitive function (main effect of fitness, all p < 0.05, partial η2 0.014-0.121). This study provides novel evidence that MVPA time moderates the cognitive response to a games-based PE lesson; and emphasises that higher levels of fitness are beneficial for cognitive function in adolescents.

Differences in self-control, self-efficacy and depressive symptoms between active and inactive middle-aged and older adults after 1 year of COVID restrictions.

OBJECTIVES: The psychological impact of the prolonged lockdown measures in the UK as a response to the COVID-19 pandemic is unclear. Our aim was to determine if there are significant differences in self-control, self-efficacy, depressive symptoms and leisure motivation between UK older adults with differing levels of physical activity, and which of these variables can be used to predict activity level after 1 year of lockdown restrictions. METHODS: 521 adults aged 50-92 years completed an online survey consisting of several validated measures relating to physical activity, self-control, self-efficacy, depressive symptoms, and leisure motivation. Participant's responses were grouped into active (≥150minutes activity per week) and inactive (<150minutes activity per week). Data was analysed using ANOVA, Pearson's Correlation and Multiple Regression (forward stepwise). RESULTS: We found significant differences in self-efficacy, self-control, and depressive symptoms between physically active vs inactive subjects. High levels of self-control and self-efficacy were associated with higher levels of activity and fewer depressive symptoms. Self-control, amotivation, depressive symptoms and self-efficacy were predictors of physical activity level. CONCLUSION: Psychological variables including self-control, self-efficacy, depressive symptoms and amotivation can be used to predict physical activity levels in UK middle-aged and older adults following 1 year of Covid restrictions.

16 Weeks of Physically Active Mathematics and English Language Lessons Improves Cognitive Function and Gross Motor Skills in Children Aged 8-9 Years.

The aim of the present study was to examine the effects of physically active lessons, implemented through the Mathematics and English Language curriculum, on cognitive function and gross motor skill development. Following ethical approval, 192 children aged 8-9 years were randomly allocated to an intervention group (n = 98) or a control group (n = 94). The intervention consisted of 8 h.wk-1 of physically active lessons, equally split between Mathematics and English Language, for 16 weeks. Cognitive function (digit span, coding and arithmetic reasoning) and gross motor skill development (TGMD-3) were assessed at baseline and follow-up. The improvement in every domain of cognitive function was greater in the intervention group compared to the control group (group * time, p = 0.008-0.023, d = 0.34-0.42). Furthermore, total TGMD-3 score (group * time, p < 0.001, d = 1.16) and both sub-scales (locomotor, p < 0.001, d = 0.63; object control, p < 0.001, d = 1.29) also improved by a greater extent in the intervention group than in the control group. These findings suggest that 16 weeks of physically active lessons, taught in both Mathematics and English Language curriculum, synergistically improved cognitive function and gross motor skill development in primary school children aged 8-9 years.

Associations of Self-Control with Physical Activity, Physical Fitness, and Adiposity in Adolescents.

The associations between self-control and objective measures of physical activity, physical fitness, and adiposity are yet to be explored in young people; this is a gap in the literature that the present study aimed to address. The study employed a cross-sectional design. A total of 101 young people participated in the study. Participants completed the Brief Self-Control Scale as a measure of trait self-control. Free-living physical activity was assessed using an ActiGraph GT3X + triaxial accelerometer, which was worn for 7 days. Participants also completed the 15-meter version of the multistage fitness test as a measure of physical fitness. For the assessment of adiposity, three criterion measures were used: body mass index (BMI), sum of skinfolds, and waist circumference. Data were analyzed using the glm function in the open access software R. Higher levels of trait self-control were associated with higher levels of physical fitness (measured by distance run on the multistage fitness test) and lower adiposity (BMI, waist circumference, and sum of skinfolds) in adolescents. There was a tendency for a positive association between self-control and time spent in vigorous physical activity, although this did not reach statistical significance. In a combined model, self-control was also associated with both physical fitness and waist circumference, with these effects independent of each other. These findings suggest that self-control is associated with healthy behaviors and characteristics in adolescents and is thus potentially an attractive target for future interventions aimed at increasing physical activity and physical fitness and reducing adiposity in this population.

An After-School Football Session Transiently Improves Cognitive Function in Children.

The aim of the present study was to evaluate the effect of a real-world after-school football session on subsequent cognitive function in primary school children. Following ethical approval, 100 children (aged 8−9 year) from the same after-school football club were randomly assigned to either an intervention (60 min football activity) or control (continued to rest) group. Cognitive function (selective visual attention, short term memory and long-term memory) was assessed prior to, immediately following and 45 min following the football session (and at the respective timepoints in the control group). Data were analysed via two-way (group * time) mixed methods ANOVA. The pattern of change in all domains of cognition over time, was different between the football and control groups (group * time, all p < 0.001). Specifically, performance on all cognitive tasks was greater immediately following the football session in the intervention group compared to the control group (selective visual attention, p = 0.003; short-term memory, p = 0.004; long-term memory, p < 0.001). However, there was no difference between the group 45 min following the football session (p = 0.132−0.393). These findings suggest that an after-school football session enhances cognition immediately post-activity in primary school children.

Detrimental effects of prior self-control exertion on subsequent sporting skill performance.

The prior exertion of self-control has previously been shown to negatively affect physical performance, yet the effects on complex sporting skill performance have not been examined. Therefore, this study examined whether prior self-control exertion influences performance on a field hockey task, alongside measuring plasma cortisol concentration and attention as potential mechanisms to explain any effects. Following familiarization, 13 male hockey players (20 ± 1 years) participated in a randomized, order-balanced, crossover design. For the manipulation of self-control, participants completed an incongruent (self-control exertion trial) or a congruent (control trial) Stroop task. Skill performance was assessed using a field hockey skills task. Capillary blood samples, for the determination of plasma cortisol concentration, were taken at baseline, post-Stroop task, and post-field hockey skills task. Cognitive tests of attention (RVIP and Flanker tasks) were completed following the field hockey skills task. Participants made more errors in the latter stages of the field hockey skills task following self-control exertion (trial*time interaction, p = 0.041). Participants also made more errors on the RVIP task following self-control exertion (p = 0.035); yet the time taken to complete the hockey skills task, performance on the flanker task, and plasma cortisol concentrations were unaffected (all p > 0.05). Overall, these findings suggest that prior self-control exertion has detrimental effects on subsequent sporting skill performance (more errors made on the field hockey task), which may be explained by poorer sustained attention (lower accuracy on the RVIP task). This suggests that athletes should aim to avoid self-control exertion before a competitive match to optimize performance.

Manipulation of the Duration of the Initial Self-Control Task Within the Sequential-Task Paradigm: Effect on Exercise Performance.

Self-control exertion on an initial task has been associated with impaired performance on subsequent physical tasks also requiring self-control; an effect suggested to be mediated by changes in perceptions of pain and motivation. However, the effects of spending longer on the initial self-control task are unknown. This study, therefore, explored the potential for the duration of the initial self-control task to influence subsequent physical performance, perceptions of pain, and perceived motivation; particularly during the early stages of the physical task. In a within-subject design, 29 participants (11 male, 18 female) completed a wall-sit task until volitional exhaustion, on four separate occasions. Prior to each wall-sit, participants completed either a non-self-control task (congruent Stroop task) for 4 min, or a self-control task (incongruent Stroop task) for 4 (short duration), 8 (medium duration), or 16 (long duration) min. Participant's perceptions of pain and motivation were recorded every 30 s during the wall-sit. Wall-sit performance time was analyzed using one-way ANOVA and perceptions of pain and motivation analyzed using multi-level modeling. Wall-sit performance time was significantly longer on the non-self-control exertion trial compared to all other trials (all p < 0.01), as well as longer on both the short duration and medium duration self-control exertion trials compared to the long duration self-control exertion trial (both p < 0.001). Perceptions of initial (at 30 s) pain and motivation were different between the trials (main effect of trial: pain, p = 0.001; motivation, p < 0.001); whereby longer durations of self-control exertion increased perceptions of pain and decreased motivation. The decrease in motivation during the wall-sit task was greater on the long duration self-control exertion trial compared to all other trials (trial∗time interactions, all p < 0.05). The present study provides novel evidence that spending longer on the initial self-control task led to greater detrimental effects on subsequent wall-sit performance time. Furthermore, longer duration self-control exertion tasks led to increased perceptions of pain and decreased motivation within the first 30 s of the wall-sit task, as well as a greater decrease in motivation across the wall-sit task. These attentional and motivational shifts may explain performance decrements following the exertion of self-control.

Effects of exercise intensity on anticipation timing performance during a cycling task at moderate and vigorous intensities in children aged 7-11 years.

This study examined coincidence anticipation timing performance at moderate and fast stimulus speeds before, during, and after a 15 minute cycling task. In a within-subject design, 24 children (18 males and 6 females) exercised on a cycle ergometer under two experimental conditions: exercise intensities of 50% (moderate) and 75% (vigorous) heart rate reserve. Coincidence anticipation timing was measured using the Bassin Anticipation Timer at stimulus speeds of 5 and 8 mph. A 2 (intensity) × 3 (time) repeated measures ANOVA was conducted to evaluate the effect of exercise intensity on coincidence anticipation performance before, during, and immediately after the cycling task. Results indicated that for absolute error there was no significant main effect for time (p = .633) or experimental condition (p = .782) at the 5 mph stimulus speed. However, there was a significant interaction effect between experimental condition and time (p = 0.026) at the 5 mph stimulus speed. At the 8 mph stimulus speed, there was no significant main effect for time (p = .910) or condition (p = .938), or interaction effect between experimental condition and time (p = .591). Cycling exercise at moderate intensity appears to influence anticipation timing performance during and immediately after exercise in children, but only when stimulus speeds are moderate in nature.

Self-Control and Exercise: A Review of the Bi-Directional Relationship.

Self-control has been defined as the mental capacity of an individual to alter, modify, change or override their impulses, desires, and habitual responses. In this review, we will discuss the bi-directional nature of the relationship between self-control and exercise. In brief, higher levels of trait self-control have been associated with greater exercise performance and adherence; whilst the depletion of state self-control has been shown to decrease performance and persistence on subsequent exercise tasks requiring self-control. In the opposite direction, long-term participation in exercise (and improved physical fitness) has been demonstrated to enhance self-control. Furthermore, an acute bout of exercise has been shown to enhance subsequent self-control, particularly when the exercise is of a moderate intensity and requires some degree of cognitive engagement. Throughout, when discussing each of these relationships, evidence will be drawn from other aspects of the review, where appropriate, to enhance our understanding of the observed effects. Finally, recommendations for future research will be made; including the importance of considering the bi-directional nature of the relationship, given that this has implications for our understanding of both self-control and exercise performance and adherence.

Prior self-control exertion and perceptions of pain and motivation during a physically effortful task.

Performing a task requiring self-control may impair performance on a subsequent physical task also requiring self-control. The mechanisms explaining why self-control is reduced following prior use currently remain unclear. This study, therefore, explored whether exerting self-control (a) reduces performance, (b) increases perceptions of pain, and (c) reduces motivation during a subsequent, unrelated physical task that requires self-control. In a within-subject design, 55 individuals completed an easy (congruent) Stroop task (no self-control) or a difficult (incongruent) Stroop task (self-control). Participants were then required to perform a lower limb endurance task (i.e., a "wall-sit") until volitional exhaustion and their perception of pain and motivation were recorded during the task. When participants completed the difficult Stroop task, wall-sit time to volitional exhaustion was reduced (133.33±70.28s) compared to when they completed the easy Stroop task (150.49±69.97s, P=0.04). Motivation during the early stages of the wall-sit task explained the reductions in performance (P<0.001). The results suggest that motivation to perform task goals may be an important explanatory mechanism behind performance decrements on physical tasks following the exertion of self-control.

Patterns of Change in Psychological Variables Leading up to Competition in Superior Versus Inferior Performers.

The study explored patterns of change in a number of potentially performance-related variables (i.e., fatigue, social support, self-efficacy, autonomous motivation, mental skills) during the lead-up to a competitive triathlon, and whether these patterns of change differed for relatively superior versus inferior performers. Forty-two triathletes completed an inventory measuring the study variables every other day during a 2-week period leading up to competition. Performance was assessed using participants' race time, and using a self-referenced relative score compared with personal best times. Multilevel growth curve analyses revealed significant differences in growth trajectories over the 2-week period in mental skills use, social support, and fatigue. The results provide novel insight into how athletes' fluctuating psychological state in the 2 weeks before competition may be crucial in determining performance.