title: Physical exertion and immediate mental performance of sixth-grade children.
abstract: The intent of this investigation was to examine the potential influence of varying durations of physical exertion at different times of the day on immediate mathematical performance by 120 sixth-grade boys and girls. Subjects were assigned to two control and two treatment groups (Solomon Four-group Design), with treated subjects administered physical exertion (paced walking at controlled moderate intensity) for durations of 20, 30, and 40 min. at three different times of the school day [8:30 a.m., 11:50 a.m. (before lunch), 2:20 p.m.] over 3 weeks. After each exertion session, subjects were immediately administered a 90-sec. mathematical computation test. Analysis indicated no significant differences in mathematical performance at any duration in the morning, but scores were significantly higher at 11:50 a.m. and 2:20 p.m. at 30- and 40-min. durations in comparison to the 20-min. duration. There were no differences by gender of subject.
authors.affiliation: Department of Health and Kinesiology, Texas A&M University.
authors.forename: D
authors.initials: D
authors.lastname: McNaughten
authors.forename: C
authors.initials: C
authors.lastname: Gabbard
mesh_terms: D001143:Arousal; D001288:Attention; D002648:Child; D005260:Female; D006801:Humans; D008297:Male; D010806:Physical Education and Training; D005082:Physical Exertion; D011340:Problem Solving; D016138:Walking