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

Wollseiffen Petra | Zendy; Vogt Tobias | Zendy; Strüder Heiko K. | Zendy; Schneider Stefan | Zendy

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

Author(s) -

Wollseiffen Petra,

Vogt Tobias,

Strüder Heiko K.,

Schneider Stefan

Publication year - 2017

Publication title -

medical principles and practice

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.426

H-Index - 45

eISSN - 1423-0151

pISSN - 1011-7571

DOI - 10.1159/000486281

Subject(s) - original paper

Objective: The aim of this study was to compare the influence of a class of aerobic exercise and an art class on brain cortical activity and possible effects on cognitive performance. Subject and Methods: Electroencephalography was used to record the electrocortical activity of 16 schoolchildren (8-10 years old) before and after an aerobic exercise class and an art class. Performance in a standardized test of educational attainment (VERA-3) was assessed following both classes. Results: A significant decrease in cortical activity was detected in all 4 lobes after exercise but not after art classes ( p < 0.05). No changes in cognitive performance were observed after exercise and art classes. Conclusion: In this study, cortical activity was reduced after an exercise class but no effect on cognitive performance was observed. Hence, the neurophysiological effect of exercise should be further evaluated regarding different kinds of cognitive performance: creativity, knowledge acquisition as well as the outlasting effects of exercise on academic achievement.

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