ABSTRACT
BACKGROUND: Based on the Health Belief Model, this study examined preservice teacher attributes and attitudes toward providing physical activity opportunities for children in school. METHODS: A quasi-experimental design was used to collect proof of concept and feasibility data for the ACTIVE YOU intervention as part of teacher education. CONCLUSIONS: Examination of a diverse sample of preservice teachers during their fieldwork revealed that those who engage in healthy behaviors and had positive attitudes toward physical activity in schools are more likely to take action and promote physical activity for their students.
ABSTRACT
Physical activity (PA) is a health-protective factor with multiple benefits for school-age children, yet only 22% of children and adolescents living in the United States (United States) accrue the recommended amount of moderate to vigorous PA. Given the prevalence of insufficient PA among children, promoting and providing PA opportunities during the school day, especially when integrated into the curriculum and linked to the learning standards, is essential for children. The purpose of this paper is to describe the procedure for the development of a school-based PA program using an integrated approach through the modified intervention mapping protocol (IMP). A total of 22 physical education teachers and 167 children from five different elementary schools were involved in the process. The procedure includes the Self-Determination Theory (SDT) that provides a theoretical framework that plays a vital role in motivating students to have a physically active lifestyle. This study applied SDT and IMP to develop and pilot a PA intervention called Project SMART using an integrative community participatory approach. As a pilot PA intervention, Project SMART is an online educational game where the students navigate a virtual journey across the United States A class's aggregate PA propels the students on their journey, where standards-based modules are unlocked to achieve STEM (science, technology, engineering, and math) and social-emotional learning outcomes while gaining an understanding of the importance of health behaviors and opportunities to habitually engage in healthy decision-making with the support of their peers. Although initially labor intensive for the researchers, the process of tailoring the intervention to the children's contextual and cultural needs has implications for all theoretically grounded and evidence-based PA interventions.
ABSTRACT
Dual-task research is limited in its transferability to authentic contexts because laboratory conditions do not replicate real-world physical activity and decision-making scenarios. Creating valid, reliable methodologies to assess physiological and behavioral responses under varying physical and cognitive demands using virtual reality (VR) environment addresses this limitation. This study determined the feasibility of using VR to investigate the effects of dual-tasking on healthy young adults' cognitive performance. Three dual-tasking conditions (i.e., standing, preferred-paced walking, and fast-paced walking, each with blocked congruent and incongruent tasks) were developed. Using a within-subjects, randomized design, thirty-two young adults (17 female, mean age = 21.03 ± 2.86) were randomly assigned to a starting condition but experienced all three conditions. Physiological responses of heart rate (HR) and accelerometry data measured energy expenditure as the physical demand. Behavioral responses of reaction time and error rate quantified cognitive performance. Results indicated that (a) each condition verified independent physiological and behavioral responses; (b) reaction time and error rate during preferred walking or fast-paced walking dual-tasking conditions was significantly lower than standing condition; and surprisingly, (c) congruent tasks showed lower reaction time than the incongruent tasks. These findings suggest that it is feasible to use VR to assess the effects of dual-task conditions. Specifically, walking can optimize the motor-cognitive dual-task performance, compared to standing. These findings may be attributed to the dose-response effects of exercise intensity. Future studies should incorporate advanced technology such as the VR exercise.
ABSTRACT
Acute exercise can positively impact cognition. The present study examined the effect of acute high-intensity aerobic exercise on prefrontal-dependent cognitive performance and brain-derived neurotrophic factor (BDNF). Fifty-eight young adults were randomly assigned to one of two experimental groups: (a) an acute bout of high-intensity exercise (n=29) or (b) a non-exercise control (n=29). Participants in the exercise group improved performance on inhibitory control in Stroop interference and on cognitive flexibility in Trail Making Test (TMT) Part-B compared with participants in the control group and increased BDNF immediately after exercise. There was a significant relationship between BDNF and TMT Part-B on the pre-post change following exercise. These findings provide support for the association between improved prefrontal-dependent cognitive performance and increased BDNF in response to acute exercise. We conclude that the changes in BDNF concentration may be partially responsible for prefrontal-dependent cognitive functioning following an acute bout of exercise.
