Search

Aim We have previously demonstrated improved cognitive performance after a classroom-based exercise regime. In this study, we examined the reproducibility of this effect in a more socio-economically diverse sample and also investigated whether cognitive benefits of exercise were moderated by body mass index (BMI) or symptoms of attention-deficit–hyperactivity disorder (ADHD). Method A crossover design trial (2wks in duration) randomized 552 children (mean age 9y 8mo, SD 1y 2mo; range 8–12y) by their school into two counterbalanced groups. Children were eligible to participate provided that they did not receive any additional support. One group received a classroom-based programme of physical exercise on week 1 and then no programme on week 2, and this order was reversed for the other group. Each week, all participants completed a cognitive test battery that was delivered in one part per day at the end of each school day. Results On the cognitive tests, a significant interaction between counterbalance group and exercise was observed (p

Aim To investigate whether increased physical exercise during the school day influenced subsequent cognitive performance in the classroom. Method A randomized, crossover-design trial (two weeks in duration) was conducted in six mainstream primary schools (1224 children aged 8–11y). No data on sex was available. Children received a teacher-directed, classroom-based programme of physical exercise, delivered approximately 30 minutes after lunch for 15 minutes during one week and no exercise programme during the other (order counterbalanced across participants). At the end of each school day, they completed one of five psychometric tests (paced serial addition, size ordering, listening span, digit-span backwards, and digit-symbol encoding), so that each test was delivered once after exercise and once after no exercise. Results General linear modelling analysis demonstrated a significant interaction between intervention and counterbalance group (p