TY - JOUR ID - 82338 TI - The Effects of School-based Physical Exercise With Different Cognitive Loads on Executive Functions JO - Sport Sciences and Health Research JA - SSHR LA - en SN - AU - Mardasangi Dulabi, Shohre AU - Ghasemian, Mohammadreza AU - Aslankhani, Mohammadali AD - Department of Motor Behavior, Faculty of Physical Education and Sport Sciences, Allameh Tabataba’i University, Tehran, Iran. Y1 - 2020 PY - 2020 VL - 12 IS - 1 SP - 47 EP - 56 KW - executive functions KW - Physical Exercise KW - Cognitive Training DO - 10.32598/JESM.12.1.5 N2 - 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. UR - https://sshr.ut.ac.ir/article_82338.html L1 - https://sshr.ut.ac.ir/article_82338_2162f3bdbc91c26d12d071d1bf1254be.pdf ER -