Effects of physically active lessons and active breaks on cognitive performance and health indicators in elementary school children: A cluster randomized trial DOI Creative Commons
João Carlos do Nascimento Melo, Julián Tejada, Ellen C. M. Silva

и другие.

Research Square (Research Square), Год журнала: 2025, Номер unknown

Опубликована: Янв. 15, 2025

Abstract Background This cluster-randomized trial investigated the effects of active breaks and physically lessons on cognitive function health indicators in elementary school children Aracaju, SE. Methods Six schools were randomly divided into three groups: 1) (n = 61), which consisted short physical activity intervals during classes; 2) 77), combined with educational content; 3) control 46), followed traditional curriculum. The interventions conducted over eight weeks. Cognitive was assessed via reaction time correct responses five computerized tests: visual search, Go/NoGo, mental rotation, cueing positive, digit span. Physical measured by pedometers Web-CAAFE questionnaire. Quality life, daytime sleepiness, perception also evaluated as secondary outcomes. Generalized estimating equation models used, a significance level 5%. Results lesson group showed significant improvements inhibitory Go/NoGo test (∆ -104.5 ms; p < 0.001; d 0.50) working memory DigitSpan 0.62 hits; 0.44). groups spatial reasoning rotation -1967.5 0.72, ∆ -1477.8; 0.54, respectively). All demonstrated orientation Cueing Posner test, largest effect -386.4 0.69). Conclusion study concluded that improved various functions, whereas breaks, although less impactful, are still beneficial strategy without adverse effects. Trial registration: Brazilian Clinical Trials Registry (REBEC trial: RBR-10zxwdrh, retrospectively registered 2025-01-09, https://ensaiosclinicos.gov.br/rg/RBR-10zxwdrh).

Язык: Английский

Effects of physically active lessons and active breaks on cognitive performance and health indicators in elementary school children: A cluster randomized trial DOI Creative Commons
João Carlos do Nascimento Melo, Julián Tejada, Ellen C. M. Silva

и другие.

Research Square (Research Square), Год журнала: 2025, Номер unknown

Опубликована: Янв. 15, 2025

Abstract Background This cluster-randomized trial investigated the effects of active breaks and physically lessons on cognitive function health indicators in elementary school children Aracaju, SE. Methods Six schools were randomly divided into three groups: 1) (n = 61), which consisted short physical activity intervals during classes; 2) 77), combined with educational content; 3) control 46), followed traditional curriculum. The interventions conducted over eight weeks. Cognitive was assessed via reaction time correct responses five computerized tests: visual search, Go/NoGo, mental rotation, cueing positive, digit span. Physical measured by pedometers Web-CAAFE questionnaire. Quality life, daytime sleepiness, perception also evaluated as secondary outcomes. Generalized estimating equation models used, a significance level 5%. Results lesson group showed significant improvements inhibitory Go/NoGo test (∆ -104.5 ms; p < 0.001; d 0.50) working memory DigitSpan 0.62 hits; 0.44). groups spatial reasoning rotation -1967.5 0.72, ∆ -1477.8; 0.54, respectively). All demonstrated orientation Cueing Posner test, largest effect -386.4 0.69). Conclusion study concluded that improved various functions, whereas breaks, although less impactful, are still beneficial strategy without adverse effects. Trial registration: Brazilian Clinical Trials Registry (REBEC trial: RBR-10zxwdrh, retrospectively registered 2025-01-09, https://ensaiosclinicos.gov.br/rg/RBR-10zxwdrh).

Язык: Английский

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