Distraction versus Intensity: The Importance of Exercise Classes for Cognitive Performance in School

Petra Wollseiffen; Tobias Vogt; Heiko Klaus Strüder; Stefan Schneider

doi:10.1159/000486281

Distraction versus Intensity: The Importance of Exercise Classes for Cognitive Performance in School

Publication: Contribution to journal › Journal articles › Research › peer-review

Abstract

Objective: The aim of this study was to compare the influenceof a class of aerobic exercise and an art class on braincortical activity and possible effects on cognitive performance.
Subject and Methods: Electroencephalography wasused to record the electrocortical activity of 16 schoolchildren(8–10 years old) before and after an aerobic exerciseclass and an art class. Performance in a standardized test ofeducational attainment (VERA-3) was assessed followingboth classes.
Results: A significant decrease in cortical activitywas detected in all 4 lobes after exercise but not after artclasses ( p < 0.05). No changes in cognitive performance wereobserved after exercise and art classes.
Conclusion: In this study, cortical activity was reduced after an exercise class butno effect on cognitive performance was observed. Hence,the neurophysiological effect of exercise should be furtherevaluated regarding different kinds of cognitive performance:creativity, knowledge acquisition as well as the outlastingeffects of exercise on academic achievement.

Original language	English
Journal	Medical Principles and Practice
Volume	27
Issue number	1
Pages (from-to)	61–65
Number of pages	5
DOIs	https://doi.org/10.1159/000486281
Publication status	Published - 04.2018

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title = "Distraction versus Intensity: The Importance of Exercise Classes for Cognitive Performance in School",

abstract = "Objective: The aim of this study was to compare the influenceof a class of aerobic exercise and an art class on braincortical activity and possible effects on cognitive performance. Subject and Methods: Electroencephalography wasused to record the electrocortical activity of 16 schoolchildren(8–10 years old) before and after an aerobic exerciseclass and an art class. Performance in a standardized test ofeducational attainment (VERA-3) was assessed followingboth classes. Results: A significant decrease in cortical activitywas detected in all 4 lobes after exercise but not after artclasses ( p < 0.05). No changes in cognitive performance wereobserved after exercise and art classes. Conclusion: In this study, cortical activity was reduced after an exercise class butno effect on cognitive performance was observed. Hence,the neurophysiological effect of exercise should be furtherevaluated regarding different kinds of cognitive performance:creativity, knowledge acquisition as well as the outlastingeffects of exercise on academic achievement.",

author = "Petra Wollseiffen and Tobias Vogt and Str{\"u}der, \{Heiko Klaus\} and Stefan Schneider",

year = "2018",

month = apr,

doi = "10.1159/000486281",

language = "English",

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journal = "Medical Principles and Practice",

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TY - JOUR

T1 - Distraction versus Intensity

T2 - The Importance of Exercise Classes for Cognitive Performance in School

AU - Wollseiffen, Petra

AU - Vogt, Tobias

AU - Strüder, Heiko Klaus

AU - Schneider, Stefan

PY - 2018/4

Y1 - 2018/4

N2 - Objective: The aim of this study was to compare the influenceof a class of aerobic exercise and an art class on braincortical activity and possible effects on cognitive performance. Subject and Methods: Electroencephalography wasused to record the electrocortical activity of 16 schoolchildren(8–10 years old) before and after an aerobic exerciseclass and an art class. Performance in a standardized test ofeducational attainment (VERA-3) was assessed followingboth classes. Results: A significant decrease in cortical activitywas detected in all 4 lobes after exercise but not after artclasses ( p < 0.05). No changes in cognitive performance wereobserved after exercise and art classes. Conclusion: In this study, cortical activity was reduced after an exercise class butno effect on cognitive performance was observed. Hence,the neurophysiological effect of exercise should be furtherevaluated regarding different kinds of cognitive performance:creativity, knowledge acquisition as well as the outlastingeffects of exercise on academic achievement.

AB - Objective: The aim of this study was to compare the influenceof a class of aerobic exercise and an art class on braincortical activity and possible effects on cognitive performance. Subject and Methods: Electroencephalography wasused to record the electrocortical activity of 16 schoolchildren(8–10 years old) before and after an aerobic exerciseclass and an art class. Performance in a standardized test ofeducational attainment (VERA-3) was assessed followingboth classes. Results: A significant decrease in cortical activitywas detected in all 4 lobes after exercise but not after artclasses ( p < 0.05). No changes in cognitive performance wereobserved after exercise and art classes. Conclusion: In this study, cortical activity was reduced after an exercise class butno effect on cognitive performance was observed. Hence,the neurophysiological effect of exercise should be furtherevaluated regarding different kinds of cognitive performance:creativity, knowledge acquisition as well as the outlastingeffects of exercise on academic achievement.

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DO - 10.1159/000486281

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JO - Medical Principles and Practice

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Distraction versus Intensity: The Importance of Exercise Classes for Cognitive Performance in School

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