Acute Pilates and plyometric exercise in school-based settings improve attention and mathematics performance in high school students

IF 2.3 Q2 SPORT SCIENCES
Muhammed M. Atakan , Betül Atakan
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引用次数: 0

Abstract

The aim of this study was to examine the effects of acute Pilates and plyometric exercise in a school-based setting on attention and mathematics test performance in high school students. Forty 10th-grade students (21 females and 19 males; age: [15.0 ± 0.5] years, body mass index: [21.4 ± 2.8] kg/m2) participated in this crossover and quasi-experimental study. In week 1, students were familiarized with the d2 test of attention and Pilates and plyometric exercises activities, and body composition measurements were taken. In both weeks 2 and 3, students completed the d2 test of attention and mathematics test with 20 questions following a single session of low-to-moderate-intensity exercise and a classroom-based non-exercise activity, in a non-randomized order. The exercise sessions included 30 mins of plyometric exercises for male students and Pilates exercise for female students, with intensities corresponding to 10–14 on the Borg rating of perceived exertion scale6-20. Compared to the non-exercise activity, a 30-min of Pilates and plyometric exercise resulted in significant improvements in attention score (mean difference [Δ] ​= ​54.5 score; p ​< 0.001; Cohen's effect sizes [d] ​= ​1.26) and concentration performance (Δ ​= ​20.7 score; p ​= ​0.003; d ​= ​0.51). The students scored significantly higher on the mathematics test after participating in the exercise sessions compared to the non-exercise condition (Δ% ​= ​11.7; p ​< ​0.001; d ​= ​0.76). There were no significant differences between genders (p ​> ​0.05). These findings demonstrate the effectiveness of acute light-to-moderate-intensity Pilates and plyometric exercises in school-based settings for improving attention and mathematics performance in adolescents.

校本环境中的急性普拉提和负重运动可提高高中生的注意力和数学成绩
本研究旨在探讨在学校环境中进行急性普拉提和负重运动对高中生注意力和数学考试成绩的影响。40 名十年级学生(21 名女生和 19 名男生;年龄:[15.0 ± 0.5]岁,体重指数:[21.4 ± 2.8] kg/m2)参加了这项研究:[21.4 ± 2.8] kg/m2)参加了这项交叉和准实验研究。第 1 周,学生们熟悉了 d2 注意力测试、普拉提和负重练习活动,并测量了身体成分。在第 2 周和第 3 周,学生们完成了 d2 注意力测试和数学测试(共 20 道题),然后按照非随机顺序进行了一次中低强度运动和一次课堂非运动活动。运动课包括男生 30 分钟的负重运动和女生 30 分钟的普拉提运动,运动强度相当于博格知觉消耗量表中的 10-14 级6-20。与不做运动的学生相比,30 分钟的普拉提和负重运动显著提高了学生的注意力得分(平均差异 [Δ] = 54.5 分;p < 0.001;科恩效应量 [d] = 1.26)和集中力表现(Δ = 20.7 分;p = 0.003;d = 0.51)。与非运动状态相比,参加运动后的学生在数学测试中的得分明显更高(Δ% = 11.7;p < 0.001;d = 0.76)。两性之间没有明显差异(p > 0.05)。这些研究结果表明,在学校环境中进行轻度到中等强度的急性普拉提和负重练习,对提高青少年的注意力和数学成绩非常有效。
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来源期刊
Sports Medicine and Health Science
Sports Medicine and Health Science Health Professions-Physical Therapy, Sports Therapy and Rehabilitation
CiteScore
5.50
自引率
0.00%
发文量
36
审稿时长
55 days
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