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Block SS, Tooley TR, Nagy MR, et al. Acute Effect of Intermittent Exercise and Action-Based Video Game Breaks on Math Performance in Preadolescent Children. Pediatr Exerc Sci. 2018;30(3):326-334doi: 10.1123/pes.2017-0183.
Block, S. S., Tooley, T. R., Nagy, M. R., O'Sullivan, M. P., Robinson, L. E., Colabianchi, N., & Hasson, R. E. (2018). Acute Effect of Intermittent Exercise and Action-Based Video Game Breaks on Math Performance in Preadolescent Children. Pediatric exercise science, 30(3), 326-334. https://doi.org/10.1123/pes.2017-0183
Block, Shannon S, et al. "Acute Effect of Intermittent Exercise and Action-Based Video Game Breaks on Math Performance in Preadolescent Children." Pediatric exercise science vol. 30,3 (2018): 326-334. doi: https://doi.org/10.1123/pes.2017-0183
Block SS, Tooley TR, Nagy MR, O'Sullivan MP, Robinson LE, Colabianchi N, Hasson RE. Acute Effect of Intermittent Exercise and Action-Based Video Game Breaks on Math Performance in Preadolescent Children. Pediatr Exerc Sci. 2018 Aug 01;30(3):326-334. doi: 10.1123/pes.2017-0183. Epub 2018 Feb 27. PMID: 29485933.
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Pediatr Exerc Sci. 2018 Aug 01;30(3):326-334. doi: 10.1123/pes.2017-0183. Epub 2018 Feb 27.

Acute Effect of Intermittent Exercise and Action-Based Video Game Breaks on Math Performance in Preadolescent Children.

Pediatric exercise science

Shannon S Block, Trevor R Tooley, Matthew R Nagy, Molly P O'Sullivan, Leah E Robinson, Natalie Colabianchi, Rebecca E Hasson

Affiliations

  1. 1 University of Michigan.

PMID: 29485933 DOI: 10.1123/pes.2017-0183

Abstract

PURPOSE: The purpose of this study was to compare the acute effects of video game breaks and intermittent exercise breaks, performed at varying intensities, on math performance in preadolescent children.

METHODS: A total of 39 children (18 males and 21 females; aged 7-11 y) completed 4 experimental conditions in random order: 8 hours of sitting interrupted with 20 two-minute low-, moderate-, or high-intensity exercise breaks or 20 two-minute sedentary computer game breaks. The intensity of exercise breaks for the low-, moderate-, and high-intensity conditions corresponded with 25%, 50%, and 75% of heart rate reserve, respectively. Math performance was assessed 3 times throughout each condition day using a 90-second math test consisting of 40 single-digit addition and subtraction questions.

RESULTS: There were no significant differences in percent change in math scores (correct answers out of attempted) by condition [low: -1.3 (0.8), moderate: 0.1 (1.3), high: -1.8 (0.7), and computer: -2.5 (0.8); P > .05]. There were significant differences in percent change in math scores over the course of the condition days with lower math scores reported at end-of-day test compared with midday test [-2.4 (0.5) vs -0.4 (0.3); P = .01]. There were no significant condition × time, time × age, condition × age, or condition × time × age interactions (all Ps > .05).

CONCLUSION: Action-based video game and exercise breaks elicit the same level of math performance in children; however, time of day may impact this relationship. These findings may have important implications for instructional time in elementary classrooms.

Keywords: cognition; computer game; intermittent activity

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