The effect of matinal active walking on cognitive, fine motor coordination task performances and perceived difficulty in 12-13 young school boys

Motriz. Revista de Educacao Fisica

Bahri, Fatma¹  Nesrine, Chaari²  Yousri, Elghoul³ 

[1] Higher Institute of Sport and Physical Education of Ksar Said, Tunisia;King Faisal University, Al Huff, KSA;Sfax University, Sfax, Tunisia

关键词: active transport;    boys;    fine motor coordination;    cognitive performances;    perceived difficulty.;   

DOI  :  10.1590/s1980-6574201800040009

学科分类：社会科学、人文和艺术（综合）

来源: Universidade Estadual Paulista "Julio de Mesquita Filho" * Departamento de Educacao Fisica

【 摘 要 】

Aim:The current study examined the relationship between cognitive performances (executive function, selective attention and reaction time), fine motor coordination skills and perceived difficulty after active transport to school.Method:Fifteen right-handed children’s underwent session, 15-min walking session at 30% (WS1) and 15-min walking session (WS2) at 50% of maximal aerobic speed. Subjects performed tests to evaluate executive function, reaction time and selective attention. After each trial, a questionnaire of perceived difficulty (PD) was completed.Results:Average time in TMT part A (F(2,22) = 4.44; p = 0.024; η2= 0.288) and TMT part B (F(2,22) = 4.54; p = 0.022; η2= 0.292), and committed errors (F(2,22) = 7.78; p = 0.003; η2= 0.414) was improved after walking sessions in comparison by CS. The mean scores were significantly higher after walking sessions for both long and short-distance throws (p < 0.05). Moreover, a significant negative correlation was found between committed errors (TMT part B) and both dart throwing consistency and accuracy (r = - 0.6; r = - 0.64; p < 0.05) (respectively). Post-hoc analysis showed that PD was better after walking sessions with low intensity for both short and long throwing distance. However, it seems that walking session with sustained intensity allows speed and accuracy improvement of cognitive processing.Conclusion:Thus, active walking to school with low intensity was sufficient to produce positives changes in psychomotor performance and decrease in perceived difficulty scores. By including individual differences in gross motor coordination as well as physical activity level, the exact nature of the link between psychomotor skills and cognitive performance could be more addressed.

【 授权许可】

CC BY