| Description |
The purpose of this study was to determine differences in mathematics performance and cognition between acute bouts of resistance exercise, aerobic exercise, and a nonexercise control in 5th-, 8th-, and 10th-grade students. Aerobic exercise has consistently shown small, positive changes in youth cognition and academic achievement. However, no research exists documenting the effects of resistance exercise on similar outcomes in youth. This study utilized a randomized crossover design. Participants performed 30 minutes of aerobic exercise, resistance exercise, and nonexercise in a randomized order, separated by 7 days each. Immediately following each exercise intervention, participants were assessed using separate 10-question math tests created from the New York state standardized mathematics exams. Additionally, cognition was assessed in 8th- and 10th-graders after each exercise intervention using the Stroop Test (Victoria version). Data were analyzed using repeated measures ANOVA. Results indicated that for both 5th- and 8th-grade students, math performance increased significantly following resistance exercise over the nonexercise control. Practically significant increases were seen in math performance following aerobic exercise in 5th-, 8th-, and 10th-graders, and following resistance exercise in 10th-graders as compared to the nonexercise control. Amongst 8th-graders, significant differences were found in Stroop test performance following both aerobic and resistance exercise as compared to the nonexercise control. Tenth-grade students performed significantly better on the Stroop Dot and Color test following aerobic exercise, and better on the Stroop Dot test following resistance exercise as compared to the nonexercise control. Findings from this study are novel in that they mark the first instance of resistance exercise demonstrating increases in academic achievement and cognition in youth. Importantly, it appears that both resistance and aerobic exercise exhibit similarly positive effects on academic outcomes in three different youth age groups. Findings could influence the use of acute resistance exercise as an alternative or complement to aerobic activity for educators aiming to increase pupils' physical activity and academic performance concurrently. |
