Effects of Sub-Acute Aerobic Exercise on Cognitive Function Among Primary School Pupils Between 7 to 10 Years in Kano State

Gambo Ibraheem Muhammad, Isyaku Umar Muhamma, Salahu Abubakar

Abstract


This study was conducted to examined the effects of sub-acute aerobic exercise on cognitive function among primary school pupils between 7 to 10 years in Kano State, Nigeria. The study adopted a quasi-experimental design. The population of the study include the entire pupils of the school that are between the age of 7-10 years. Purposive sampling technique was use. Sample size f the study was 20 males and 17 females that are aged between 7-10 years. 1 research question and hypothesis were answered and tested using Mean, SD and t-test at α 0.05 level of significance. Data were collected using stop watch, Stroop Test Tools, Verbal Auditory Learning Test Tools (VALT), paper and pen. Data were analysed using mean (X) and Standard Deviation (SD). t-test was used in answering the research hypothesis at α 0.05. findings of the study revealed that Cognitive function was assessed using Strop Test and Verbal Auditory Learning test. After four week of sub-acute aerobic exercise, executive function and working memory have improved. Also, regarding to Verbal Auditory Learning Test there was no significant difference in male and female before and after the treatment (p=0.40), the mean test score of males (3.04 ± 1.22) is less than of female (3.86 ± 1.12). After exercise the mean test score of females (4.58 ± 1.09) is greater than that of male (3.48 ± 1.21). However, male score higher in Stoop Test before and after exercise while female score higher in Verbal Auditory Learning Test. Base on the findings of the study, the researcher recommended that sporting facilities should be provide in all schools to enable exercise.


Full Text:

PDF

References


Ando S., Komiyama T., & Higaki Y., (2018). The effects of acute exercise on cognitive function. Advance Exercise Sports Physiology. 24(2) 17-20.

Bhattacharyya D., Sen S., Chatterjee S., Chatterjee T., Pal M. (2017). Effect of queen’s college step test on cognitive performance among young adults. Biology of Exercise, 13(1): 59-75.

Borkowska A.R., (2011). Neuropsychologic mechanism [Neuropsychological mechanisms of developmental disorders]. In Neuropsychologia Kliniczna Dziecka [Clinical Child Neuropsychology], 1th ed.; Borkowska, A.R., Doma ́nska, Ł., Eds.; PWN: Warsaw, Poland,; pp. 13–30.

Brzezi ́nska A.I., Nowotnik A., (2012). Executive functions and children’s’ functioning in preschool and school environments. Edukacja, 117(1): 61–74.

Collert J.T., Mokgwathi M., (1986). Growth of urban school children in Botswana. Annals of Human Biology. 13(1): 73-82.

Cox E.P., O’Dwyer N., Cook R., Vetter M., Cheng H.L., Rooney K., O’Connor H., (2016). Relationship between physical activity and cognitive function in apparently healthy young to middle-aged adults: A systematic review. J. Sci. Med. Sport., 19(1): 616–628.

Dahl R.E., (2004). Adolescent brain development: A period of vulnerabilities and opportunities. Keynote address. Ann. N. Y. Acad. Sci., 102(1): 1–22.

Giedd J.N., Blumenthal J., Jeffries N.O., Castellanos F.X., Liu H., Zijdenbos A., Paus T., Evans A.C., Rapoport J.L., (1999). Brain development during childhood and adolescence: A longitudinal MRI study. Nat. Neurosci., 2(1): 861–86.

Golden C.J., Freshwater S.M., (2002). The Stroop Color and Word Test: A manual for Clinical and Experimental Uses. Chicago, IL Stoeling. 1(1): 29.

Graf C., Koch B., Klippel S., Buttner S., Coburger S., Christ H., Lehmacher W., Bjarnason-Wehrens B., Platen P., Hollmann W., (2003). Relationship between physical activity and concentration in childhood—Initial results of the CHILT project. Dtsch. Z. Sportmed. 54(1): 242–246.

Hillman C.H., Pontifex M.B., Castelli D.M., Khan N.A., Raine L.B., Scudder M.R., Drollette E.S., Moore R.D., Wu C.T., Kamijo K., (2014). Effects of the FIT Kids randomized controlled trial on executive control and brain function. Pediatrics., 134.

Hillman C.H., Schott N., (2015). Fitness and cognitive performance in childhood. Z. Sport psychol. 20(1): 33–41.

Hollmann W., Struder H.K., (2000). Gehirn, Psyche und Korperliche Aktivitat [Brain, Psyche and Physical Activity], 1th ed.; Springer: Berlin, Germany.

Houghton G., Tipper S.P., (1996). Inhibitory mechanisms of neural and cognitive control: Applications to selective attention and sequential action. Brain Cognition. 30, 20–43.

Janssen I., Leblanc AG., (2010). Systematic review of the health benefits of physical activity and fitness in school-aged children and youth. International Journal Behavior Nutrition and Physical Activity.7(1): 40.

Jodzio K., (2008). Neuropsychologia Intencjonalnego Działania. Koncepcje Funkcji Wykonawczych [Neuropsychology of Intentional Action. Executive Function Concepts], 1th ed.; Wydawnictwo Naukowe Scholar: Warsaw, Poland.

Khan N. A., Hillman C. H., (2014). The relation of childhood physical activity and aerobic fitness to brain function and cognition: A review. Pediatric Exercise Science. 2(6): 138-14.

Lipowska M., (2012). Grapho motor functions in ADHD—Motor or planning deficit? A microgenetic approach. Acta Neuropsychology. 10(1): 69–80.

Makarowski R., Lipowski M., Marszałł M., Czarnowski W., (2009). Temperamental determinants of physical activity as preventive factor of heart diseases—In the search of the model. Pol. J. Sport Med., 25, 83–94.

Masoudi M, Seghatoleslami A, Saghebjoo M, (2016). The effect of 8 weeks of aerobic training on cognitive performance in children with learning disorders. 18(3): 161-8.

Pan W.J., Thompson G., Magnuson M., Majeed W., Jaeger D., Keilholz S., (2010). Simultaneous FMRI and electrophysiology in the rodent brain. Journal of Visual Experimental. 19: 23.

Rostowski, J., (2012). Development of the Human Brain in the Life Cycle. Bioneuropsychological Aspects. 1th ed.; Difin: Warsaw, Poland.

Sibley, BA., Etnier JL., (2003). The relationship between physical activity and cognition in children: a meta-analysis. Pediatric Exercise Science. 15(3): 243-256.

Statton M.A., Encarnacion M., Celnik P, Bastian A.J. (2015). A Single Bout of Moderate Aerobic Exercise Improves Motor Skill Acquisition. Plos One.doi:10.1371/journal.pone.0141393

Stroop J.R., (1935). Studies of interference in serial verbal reaction. Journal of Experimental Psychology. 18(1): 643-664.

Tomporowski, P. D., (2003). Effects of acute bouts of exercise on cognition. Acta Psychol. 112(3): 297-324.

Trudeau, F & Shephard, R. J. (2008). Physical education, school physical activity, school sports and academic performance. Internatinal Journal of Behavior Nutrition and Physical Activity. 5(1): 10.

U.S. Department of health and Human Service, (2018). Physical Activity Guidelines for Americans, 2nd edition., 29.

Van Praag H., Shubert T., Zhao C., Gage F.H., (2005). Exercise enhances learning and hippocampal neurogenesis in aged mice. Journal of Neuroscience. 2(5): 13-15.


Refbacks

  • There are currently no refbacks.