Article

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 (2 wks in duration) randomized 552 children (mean age 9 y 8 mo, SD 1
y 2 mo; range 8-12 y) 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<0.001). Benefits occurred only for participants who
exercised during the second week (mean improvement mean 3.85, standard error
1.39). Although test scores were affected by age, sex, and level of ADHD
symptoms, the effect of exercise was not moderated by either these factors or
BMI. INTERPRETATION: Exercise interventions have a positive effect (with variable
magnitude) on cognitive performance, possibly by facilitating practice effects.
These effects are not moderated by sex, ADHD symptom level, or BMI.
CI - (c) The Authors. Developmental Medicine & Child Neurology (c) 2011 Mac Keith
Press.

Langue : ANGLAIS