@article { author = {Mardasangi Dulabi, Shohre and Ghasemian, Mohammadreza and Aslankhani, Mohammadali}, title = {The Effects of School-based Physical Exercise With Different Cognitive Loads on Executive Functions}, journal = {Sport Sciences and Health Research}, volume = {12}, number = {1}, pages = {47-56}, year = {2020}, publisher = {University of Tehran Press}, issn = {2981-0205}, eissn = {2981-0205}, doi = {10.32598/JESM.12.1.5}, abstract = {Introduction: The present study aimed to compare the effects of 3 school-based physical exercises with different levels of cognitive engagement on executive functions. Materials and Methods: In total, 47 students aged 13-14 years were randomly divided into 3 groups, as follows: the Integrated Physical and Cognitive (IPC) exercise, peer physical exercise group (with the same physical challenge), and control group (the routine physical education program). A Continuous Performance Test (CPT), the N-back test, and the Stroop test were used to evaluate executive functions in pretest and posttest. Results: The obtained results indicated that the IPC group significantly improved more than the other groups on the executive functions. Accordingly, physical exercise with a higher cognitive load benefitted both speed and accuracy on cognitive tasks significantly more than the same physical activity alone. Conclusion: Therefore, in the integrated physical and cognitive exercise, the cognitive and physiological effects of this training style interact with each other; therefore, their beneficial effects can be gradually increased, while interventions that only focus on the physical dimension would be less effective in promoting cognitive functions.}, keywords = {executive functions,Physical Exercise,Cognitive Training}, url = {https://sshr.ut.ac.ir/article_82338.html}, eprint = {https://sshr.ut.ac.ir/article_82338_2162f3bdbc91c26d12d071d1bf1254be.pdf} }