Anzeneder, Sofia (2023). Designing acute physical activity for children’s cognition: Effects of cognitive challenge, bout duration, and positive feedback. (Thesis). Universität Bern, Bern
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Abstract
Acute physical activity (PA) transiently enhances children’s cognition. However, heterogeneous effect sizes necessitate investigating potential moderators that constrain PA effects on cognition. Thus, the overall aim of the research project was to investigate dose-response relationships between qualitative and quantitative task characteristics of acute cognitively challenging bouts of PA as well as the influence of contextual factors such as the delivery style to orient the design of school-based active breaks beneficial for cognition. The present dissertation incorporates findings from three studies aimed at systematically investigating: The influence of the cognitive challenge level on children’s cognition (study I); the optimal duration of the identified cognitive challenge level to maximize benefits (study II); the role of feedback and related affective states in the PA-cognition relationship (study III). Overall, the present findings were in line with theoretical assumptions. Compared to less challenging bouts, acute PA with high-challenging content benefitted children’s executive control the most (study I). Bout duration influenced information processing speed, with best performances after a 15 min bout (study II). A delivery style combining music with positive feedback created favourable conditions for improving executive control and inducing positive affective states, even though affective states did not mediate feedback effects (study III). Individual characteristics moderated the effects of cognitive challenge and duration. Results emphasize the importance of considering the interplay of different task characteristics and contextual factors to generate optimal, individualized stimulation for children’s cognition. This is of great practical importance in educational settings to design active breaks that enhance cognitive functions essential for learning and create enjoyable experiences that lay the foundation for an active lifestyle. More research is needed to explore how cognitively challenging active breaks can be designed and implemented in the school context.
| Item Type: | Thesis |
|---|---|
| Dissertation Type: | Cumulative |
| Date of Defense: | 9 August 2023 |
| Subjects: | 600 Technology > 610 Medicine & health 700 Arts > 790 Sports, games & entertainment |
| Institute / Center: | 07 Faculty of Human Sciences > Institute of Sport Science (ISPW) |
| Depositing User: | Sarah Stalder |
| Date Deposited: | 25 Jun 2025 11:31 |
| Last Modified: | 26 Jun 2025 07:30 |
| URI: | https://boristheses.unibe.ch/id/eprint/6333 |
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