Background/Purpose The effect of physical activity (PA) and consequent influence on cognition within adult seniors has been widely published. However, there is a lack of causal research related to PA and cognition in schoolchildren within an authentic setting. Also, little is known about the required intensity and dosage of PA to effect cognitive change; or the optimal time for increased cognition post treatment. The primary aim of this study is to measure the effect of a single bout of vigorous PA on mathematics test performance in a school setting. Methods Participants included 72 (males =44) 8th graders from an urban middle school. Participants were split into two order groups that received both a single 20-min bout of PA and a single bout of sedentary activity (SA) over two weeks. Four different Math tests consisting of 10 previously validated questions were completed 30-min and 45-min post PA and SA. During the PA bout, participants wore heart rate monitors to ensure work rate remained within the vigorous intensity zone as set using the CDC (2011) guidelines.
Analysis/Results Repeated measures ANOVA showed a significant interaction between treatment and mathematics tests scores (F[1,68]=0.00, p=0.963). Simple main effects were significant at 30 minutes post PA (m=5.75, sd=2.38)when compared to the other math tests mean scores at different time points.
Conclusions An acute bout of vigorous Intensity PA can help schoolchildren to become better prepared for math test performance. This may influence the amount and timing of PA opportunities throughout the school day.