Acute Exercise and Academic Achievement in High School Youth

Autor/inn/en	Harveson, Andrew; Hannon, James; Brusseau, Timothy; Podlog, Les; Chase, Ben; Kang, Kyoung-doo
Titel	Acute Exercise and Academic Achievement in High School Youth
Quelle	In: Physical Educator, 75 (2018) 1, S.25-36 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2160-1682
Schlagwörter	Exercise; Academic Achievement; High School Students; Grade 10; Gender Differences; Randomized Controlled Trials; Mathematics Tests; Color; Interference (Learning); Reaction Time; Visual Stimuli; Statistical Analysis; Scores; Experimental Groups; Control Groups; Hypothesis Testing; Stroop Color Word Test + Suchen Sie Ihr Suchwort? Übung; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Geschlechterkonflikt; Colour; Farbbezeichnung; Farbe; Reaktionsvermögen; Statistische Analyse; Hypothesenprüfung; Hypothesentest
Abstract	The purpose of this study was to compare the acute effects of Aerobic Exercise (AE), Resistance Exercise (RE), and a nonexercise (NE) control on measures of academic achievement (AA) and cognition in 10th grade males and females. This study utilized a randomized crossover design. Tenth grade males and females performed three exercise trials (AE, RE, NE) separated by 7 days each. Immediately following exercise, participants completed a 10-question mathematics test, followed by the Stroop test. A repeated measures ANOVA revealed small but insignificant differences in mean math test performance between RE and NE, F(1,86) = 2.81, p = 0.098, ?[superscript 2] = 0.032, and AE and NE, F(1,86) = 2.03, p = 0.158, ?[superscript 2] = 0.023. Significant differences were found between RE and NE in the Stroop dot test, F(1,86) = 4.31, p = 0.041, ?[superscript 2] = 0.048, and between AE and NE in the Stroop dot test, F(1,86) = 10.402, p = 0.002, ?[superscript 2] = 0.108, and Stroop color test, F(1,86) = 6.85, p = 0.01, ?[superscript 2] = 0.074. In conclusion, acute RE and AE did not significantly improve scores on a test of mathematics, but did improve measures of cognition in comparison to an NE control. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01