%0 Journal Article %T The Effects of School-based Physical Exercise With Different Cognitive Loads on Executive Functions %J Sport Sciences and Health Research %I University of Tehran Press %Z 2981-0205 %A Mardasangi Dulabi, Shohre %A Ghasemian, Mohammadreza %A Aslankhani, Mohammadali %D 2020 %\ 01/01/2020 %V 12 %N 1 %P 47-56 %! The Effects of School-based Physical Exercise With Different Cognitive Loads on Executive Functions %K executive functions %K Physical Exercise %K Cognitive Training %R 10.32598/JESM.12.1.5 %X 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. %U https://sshr.ut.ac.ir/article_82338_2162f3bdbc91c26d12d071d1bf1254be.pdf