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Acute Exercise and Academic Achievement in Middle School Students

Author

Listed:
  • Andrew T. Harveson

    (Department of Kinesiology/College of Health Science, California Baptist University, Riverside, CA 92503, USA)

  • James C. Hannon

    (College of Education, Health, and Human Services, Kent State University, Kent, OH 44242, USA)

  • Timothy A. Brusseau

    (Department of Health, Kinesiology, & Recreation/College of Health, University of Utah, Salt Lake City, UT 84112, USA)

  • Leslie Podlog

    (Department of Health, Kinesiology, & Recreation/College of Health, University of Utah, Salt Lake City, UT 84112, USA)

  • Charilaos Papadopoulos

    (Department of Kinesiology/College of Education and Kinesiology, Pacific Lutheran University, Tacoma, WA 98447, USA)

  • Morgan S. Hall

    (Department of Health, Kinesiology, & Recreation/College of Health, University of Utah, Salt Lake City, UT 84112, USA)

  • EvaRose Celeste

    (Department of Kinesiology/College of Health Science, California Baptist University, Riverside, CA 92503, USA)

Abstract

(1) The purpose of this study was to examine the acute effects of aerobic exercise, resistance exercise, and non-exercise on measures of academic achievement and cognition in pre-adolescent students. (2) In a randomized crossover design, sixty-three participants with a mean age of 13.7 ± 0.47 years completed 20 min of aerobic exercise, resistance exercise, or non-exercise with a period of seven days between each bout. Immediately after each bout, participants were tested for academic achievement and cognitive performance. Academic achievement was assessed using standardized, age-appropriate mathematics tests. Cognition was measured using the Dot, Word, and Color tasks of the Stroop Test (Victoria version). (3) Participants scored significantly higher on the mathematics tests (F 1,62 = 4.50, p = 0.038) and all elements of the Stroop Test (Dot: F 1,62 = 8.14, p = 0.006; Word: F 1,62 = 9.90, p = 0.003; Color: F 1,62 = 7.57, p = 0.008) following acute resistance exercise as compared to non-exercise. Math test performance was not statistically different between the aerobic and resistance exercise treatments (F 1,62 = 0.214, p = 0.645), but participants did perform significantly better on all elements of the Stroop Test following resistance exercise as compared to aerobic exercise (Dot: F 1,61 = 25.82, p < 0.001; Word: F 1,62 = 14.73, p < 0.001; Color: F 1,62 = 20.14, p < 0.001). (4) Resistance exercise acutely influenced academic achievement and cognition in a positive manner. Such results add to the growing body of research that may support an increase in the prescription of varied exercise modalities within school settings for the purposes of improving academic performance and student health.

Suggested Citation

  • Andrew T. Harveson & James C. Hannon & Timothy A. Brusseau & Leslie Podlog & Charilaos Papadopoulos & Morgan S. Hall & EvaRose Celeste, 2019. "Acute Exercise and Academic Achievement in Middle School Students," IJERPH, MDPI, vol. 16(19), pages 1-7, September.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:19:p:3527-:d:269342
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    References listed on IDEAS

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    1. Wittberg, R.A. & Northrup, K.L. & Cottrell, L.A., 2012. "Children's aerobic fitness and academic achievement: A longitudinal examination of students during their fifth and seventh grade years," American Journal of Public Health, American Public Health Association, vol. 102(12), pages 2303-2307.
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    Cited by:

    1. Carlos Montero-Carretero & David Barbado & Eduardo Cervelló, 2019. "Predicting Bullying through Motivation and Teaching Styles in Physical Education," IJERPH, MDPI, vol. 17(1), pages 1-12, December.
    2. Ryan D. Burns & Yang Bai & You Fu & Christopher D. Pfledderer & Timothy A. Brusseau, 2019. "Parent Engagement and Support, Physical Activity, and Academic Performance (PESPAAP): A Proposed Theoretical Model," IJERPH, MDPI, vol. 16(23), pages 1-14, November.

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