Effect of Differing Durations of High-Intensity Intermittent Activity on Cognitive Function in Adolescents

Exercise duration may influence the acute effects on cognition. However, only one study to date has explored the dose-response relationship between exercise duration and cognition in adolescents. Thus, the purpose of this study was to investigate the effect of differing durations of high-intensity i...

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Autores principales:	Lorna M. Hatch, Karah J. Dring, Ryan A. Williams, Caroline Sunderland, Mary E. Nevill, Simon B. Cooper
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	exercise physical activity high-intensity duration attention inhibitory control Medicine R
Acceso en línea:	https://doaj.org/article/7b4d87d595e042a1a1fec1e2c1a3620e
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spelling	oai:doaj.org-article:7b4d87d595e042a1a1fec1e2c1a3620e2021-11-11T16:41:54ZEffect of Differing Durations of High-Intensity Intermittent Activity on Cognitive Function in Adolescents10.3390/ijerph1821115941660-46011661-7827https://doaj.org/article/7b4d87d595e042a1a1fec1e2c1a3620e2021-11-01T00:00:00Zhttps://www.mdpi.com/1660-4601/18/21/11594https://doaj.org/toc/1661-7827https://doaj.org/toc/1660-4601Exercise duration may influence the acute effects on cognition. However, only one study to date has explored the dose-response relationship between exercise duration and cognition in adolescents. Thus, the purpose of this study was to investigate the effect of differing durations of high-intensity intermittent running on cognition in adolescents. Thirty-eight adolescents (23 girls) completed three trials separated by 7 d: 30 min exercise, 60 min exercise, and rest; in a randomised crossover design. The exercise was a modified version of the Loughborough Intermittent Shuttle Test (LIST), which elicited high-intensity intermittent exercise. Cognitive function tests (Stroop test, Sternberg paradigm, Flanker task) were completed 30 min pre, immediately post, and 45 min post exercise. Response times on the incongruent level of the Flanker task improved to a greater extent 45 min following the 30 min LIST, compared to rest (<i>p</i> = 0.009). Moreover, response times improved to a greater extent on the three-item level of Sternberg paradigm 45 min following the 30 min LIST, compared to the 60 min LIST (<i>p</i> = 0.002) and rest (<i>p</i> = 0.013), as well as on the five-item level 45 min following the 30 min LIST, compared to the 60 min LIST (<i>p</i> = 0.002). In conclusion, acute exercise enhanced subsequent cognition in adolescents, but overall, 30 min of high-intensity intermittent running is more favourable to adolescents’ cognition, compared to 60 min.Lorna M. HatchKarah J. DringRyan A. WilliamsCaroline SunderlandMary E. NevillSimon B. CooperMDPI AGarticleexercisephysical activityhigh-intensitydurationattentioninhibitory controlMedicineRENInternational Journal of Environmental Research and Public Health, Vol 18, Iss 11594, p 11594 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	exercise physical activity high-intensity duration attention inhibitory control Medicine R
spellingShingle	exercise physical activity high-intensity duration attention inhibitory control Medicine R Lorna M. Hatch Karah J. Dring Ryan A. Williams Caroline Sunderland Mary E. Nevill Simon B. Cooper Effect of Differing Durations of High-Intensity Intermittent Activity on Cognitive Function in Adolescents
description	Exercise duration may influence the acute effects on cognition. However, only one study to date has explored the dose-response relationship between exercise duration and cognition in adolescents. Thus, the purpose of this study was to investigate the effect of differing durations of high-intensity intermittent running on cognition in adolescents. Thirty-eight adolescents (23 girls) completed three trials separated by 7 d: 30 min exercise, 60 min exercise, and rest; in a randomised crossover design. The exercise was a modified version of the Loughborough Intermittent Shuttle Test (LIST), which elicited high-intensity intermittent exercise. Cognitive function tests (Stroop test, Sternberg paradigm, Flanker task) were completed 30 min pre, immediately post, and 45 min post exercise. Response times on the incongruent level of the Flanker task improved to a greater extent 45 min following the 30 min LIST, compared to rest (<i>p</i> = 0.009). Moreover, response times improved to a greater extent on the three-item level of Sternberg paradigm 45 min following the 30 min LIST, compared to the 60 min LIST (<i>p</i> = 0.002) and rest (<i>p</i> = 0.013), as well as on the five-item level 45 min following the 30 min LIST, compared to the 60 min LIST (<i>p</i> = 0.002). In conclusion, acute exercise enhanced subsequent cognition in adolescents, but overall, 30 min of high-intensity intermittent running is more favourable to adolescents’ cognition, compared to 60 min.
format	article
author	Lorna M. Hatch Karah J. Dring Ryan A. Williams Caroline Sunderland Mary E. Nevill Simon B. Cooper
author_facet	Lorna M. Hatch Karah J. Dring Ryan A. Williams Caroline Sunderland Mary E. Nevill Simon B. Cooper
author_sort	Lorna M. Hatch
title	Effect of Differing Durations of High-Intensity Intermittent Activity on Cognitive Function in Adolescents
title_short	Effect of Differing Durations of High-Intensity Intermittent Activity on Cognitive Function in Adolescents
title_full	Effect of Differing Durations of High-Intensity Intermittent Activity on Cognitive Function in Adolescents
title_fullStr	Effect of Differing Durations of High-Intensity Intermittent Activity on Cognitive Function in Adolescents
title_full_unstemmed	Effect of Differing Durations of High-Intensity Intermittent Activity on Cognitive Function in Adolescents
title_sort	effect of differing durations of high-intensity intermittent activity on cognitive function in adolescents
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/7b4d87d595e042a1a1fec1e2c1a3620e
work_keys_str_mv	AT lornamhatch effectofdifferingdurationsofhighintensityintermittentactivityoncognitivefunctioninadolescents AT karahjdring effectofdifferingdurationsofhighintensityintermittentactivityoncognitivefunctioninadolescents AT ryanawilliams effectofdifferingdurationsofhighintensityintermittentactivityoncognitivefunctioninadolescents AT carolinesunderland effectofdifferingdurationsofhighintensityintermittentactivityoncognitivefunctioninadolescents AT maryenevill effectofdifferingdurationsofhighintensityintermittentactivityoncognitivefunctioninadolescents AT simonbcooper effectofdifferingdurationsofhighintensityintermittentactivityoncognitivefunctioninadolescents
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Effect of Differing Durations of High-Intensity Intermittent Activity on Cognitive Function in Adolescents

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