Abstract
Emerging research supports the efficacy of classroom-based physical activity (PA) breaks on various aspects of cognition. Previous studies have manipulated the dose of PA (i.e., 5, 10, and 20min, Howie et al., 2015) and type of PA, ranging from more traditional forms of PA to cognitively engaging PA (Schmidt et al., 2016). Cognitively engaging PA requires a degree of mental effort and has been shown to be superior to traditional forms of PA for improving cognition. The purpose of this study was to investigate the effects of different doses and types of classroom-based PA on cognition in a single study. Participants (N = 116, Mage = 12±0.98) completed two batteries of cognitive tests (Stroop task, Trail Making Test, Forward Working Memory, and 1-minute Math test) separated by either a teacher-led PA break or regular classroom work (control participants). The PA break consisted of 5, 10, or 20 minutes of traditional classroom-based PA (e.g., jumping jacks, squats) or cognitively engaging PA (i.e., solved math problems alongside PA). Results showed that the PA conditions improved on all aspects of cognition when compared to controls (ps > .05). Importantly, improvements were mediated by higher self-efficacy and changes in positive affect and intrinsic motivation following the PA breaks. However, there were no differences in cognitive improvements between the PA conditions with regards to type or dose of PA. Findings have implications for classroom-based PA breaks and suggest that even 5 minutes of PA can increase aspects of cognition associated with learning and academic achievement.Acknowledgments: This study was supported by a CIHR Postdoctoral Fellowship