Effects of physical activity breaks on cognitive function in undergraduate students: a pilot study

Physical activity is known to have several cognitive benefits. As a result, many teachers introduce short bouts of physical activity (active breaks) during their lessons. However, active breaks are less common in the university context, where students tend to remain passive during lessons. Therefore...

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Detalles Bibliográficos
Autores: Pastor Vicedo, Juan Carlos, León González, María Pilar, González Fernández, Francisco Tomás, Prieto Ayuso, Alejandro
Tipo de recurso: artículo
Fecha de publicación:2024
País:España
Institución:Universidad de Castilla-La Mancha
Repositorio:RUIdeRA. Repositorio Institucional de la UCLM
OAI Identifier:oai:ruidera.uclm.es:10578/46166
Acceso en línea:https://doi.org/10.1080/23311886.2024.2326692
https://hdl.handle.net/10578/46166
Access Level:acceso abierto
Palabra clave:Acute physical activity
Exercise breaks
Physical education
Sustained attention
Undergraduates
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spelling Effects of physical activity breaks on cognitive function in undergraduate students: a pilot studyPastor Vicedo, Juan CarlosLeón González, María PilarGonzález Fernández, Francisco TomásPrieto Ayuso, AlejandroAcute physical activityExercise breaksPhysical educationSustained attentionUndergraduatesPhysical activity is known to have several cognitive benefits. As a result, many teachers introduce short bouts of physical activity (active breaks) during their lessons. However, active breaks are less common in the university context, where students tend to remain passive during lessons. Therefore, there is a paucity of literature on active breaks and their benefits for undergraduate students. This study aimed to investigate the effects of a 10-min active break at moderate intensity on vigilance in undergraduate students by using a psychomotor vigilance task. Twenty-six undergraduate students (Mage = 23.36, SD = 1.98; 53.8% females) participated in this study and performed two conditions: control condition (passive condition) and experimental condition (active break). Results revealed that after receiving 10 min of moderate-intensity physical activity, the students improved their attention, as they responded faster to the psychomotor vigilance task than in the control condition. Considering these results, it seems that students can benefit from physical activity breaks by improving their vigilance. However, as this conclusion is based on a pilot study, we should be cautious in interpreting these results. Further research into this finding is needed.Taylor & Francis202620262024info:eu-repo/semantics/articleapplication/pdfapplication/pdfhttps://doi.org/10.1080/23311886.2024.2326692https://hdl.handle.net/10578/46166reponame:RUIdeRA. Repositorio Institucional de la UCLMinstname:Universidad de Castilla-La ManchaInglésSBPLY/19/180501/000147info:eu-repo/semantics/openAccessoai:ruidera.uclm.es:10578/461662026-05-27T07:36:41Z
dc.title.none.fl_str_mv Effects of physical activity breaks on cognitive function in undergraduate students: a pilot study
title Effects of physical activity breaks on cognitive function in undergraduate students: a pilot study
spellingShingle Effects of physical activity breaks on cognitive function in undergraduate students: a pilot study
Pastor Vicedo, Juan Carlos
Acute physical activity
Exercise breaks
Physical education
Sustained attention
Undergraduates
title_short Effects of physical activity breaks on cognitive function in undergraduate students: a pilot study
title_full Effects of physical activity breaks on cognitive function in undergraduate students: a pilot study
title_fullStr Effects of physical activity breaks on cognitive function in undergraduate students: a pilot study
title_full_unstemmed Effects of physical activity breaks on cognitive function in undergraduate students: a pilot study
title_sort Effects of physical activity breaks on cognitive function in undergraduate students: a pilot study
dc.creator.none.fl_str_mv Pastor Vicedo, Juan Carlos
León González, María Pilar
González Fernández, Francisco Tomás
Prieto Ayuso, Alejandro
author Pastor Vicedo, Juan Carlos
author_facet Pastor Vicedo, Juan Carlos
León González, María Pilar
González Fernández, Francisco Tomás
Prieto Ayuso, Alejandro
author_role author
author2 León González, María Pilar
González Fernández, Francisco Tomás
Prieto Ayuso, Alejandro
author2_role author
author
author
dc.subject.none.fl_str_mv Acute physical activity
Exercise breaks
Physical education
Sustained attention
Undergraduates
topic Acute physical activity
Exercise breaks
Physical education
Sustained attention
Undergraduates
description Physical activity is known to have several cognitive benefits. As a result, many teachers introduce short bouts of physical activity (active breaks) during their lessons. However, active breaks are less common in the university context, where students tend to remain passive during lessons. Therefore, there is a paucity of literature on active breaks and their benefits for undergraduate students. This study aimed to investigate the effects of a 10-min active break at moderate intensity on vigilance in undergraduate students by using a psychomotor vigilance task. Twenty-six undergraduate students (Mage = 23.36, SD = 1.98; 53.8% females) participated in this study and performed two conditions: control condition (passive condition) and experimental condition (active break). Results revealed that after receiving 10 min of moderate-intensity physical activity, the students improved their attention, as they responded faster to the psychomotor vigilance task than in the control condition. Considering these results, it seems that students can benefit from physical activity breaks by improving their vigilance. However, as this conclusion is based on a pilot study, we should be cautious in interpreting these results. Further research into this finding is needed.
publishDate 2024
dc.date.none.fl_str_mv 2024
2026
2026
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://doi.org/10.1080/23311886.2024.2326692
https://hdl.handle.net/10578/46166
url https://doi.org/10.1080/23311886.2024.2326692
https://hdl.handle.net/10578/46166
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv SBPLY/19/180501/000147
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Taylor & Francis
publisher.none.fl_str_mv Taylor & Francis
dc.source.none.fl_str_mv reponame:RUIdeRA. Repositorio Institucional de la UCLM
instname:Universidad de Castilla-La Mancha
instname_str Universidad de Castilla-La Mancha
reponame_str RUIdeRA. Repositorio Institucional de la UCLM
collection RUIdeRA. Repositorio Institucional de la UCLM
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,812429

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