Mental Fatigue Prior to Aerobic Exercise Reduces Exercise Pleasure and Negatively Affects Implicit Attitudes Toward Future Exercise.

We investigated the effects of mental fatigue (MF) on affective responses during an aerobic exercise session at moderate intensity. We submitted 12 insufficiently active adults (50% women; M age = 24.9 years, SD = 3.0; M BMI = 24.3 kg/m2; SD = 2.6) to two 30-minute pre-exercise conditions: an MF condition (Stroop Color-Word task) and a control condition (watching a documentary) prior to their performance of 20 minutes of aerobic treadmill exercise at 40-59% of heart rate reserve. The minimum washout interval between conditions was two days. Perceived MF and motivation to perform physical exercise were assessed before and after conditions with a visual analog scale of 100 mm. We assessed participants' affective and exertion responses with the Feeling Scale, Rating of Perceived Exertion (RPE) and heart rate during every two minutes of physical exercise. Implicit attitudes toward physical exercise were assessed by the Implicit Association Test before the MF and control conditions and after the physical exercise session. The participants in the MF condition reported lower pleasure (M difference = -1.57, 95% CI = -2.64 to -0.50, d = 0.93, p = .008) and higher exertion (RPE) (M difference = 1.16, 95% CI = 0.04 to 2.27, d = 0.66, p = .043) compared to those in the control condition. Participants who experienced MF also reported a more negative implicit attitude toward physical exercise than in the control condition (ß = -0.47, 95% CI= -0.73 to -0.21, d = 1.41, p < .001). While these findings should be cross-validated in subsequent research with a larger and more diverse participant sample, there appears to be value in minimizing pre-exercise mental fatigue to avoid negative MF effects on the exercisers' affective experience.

Choice reaction time can be influenced by intervention protocols after stroke: A systematic review.

INTRODUCTION: Post-stroke individuals usually present a delay in choice reaction time (CRT), and it would be important to verify the efficacy in the reduction of CRT after intervention protocols. OBJECTIVE: The main question of this review is 'What are the characteristics of the CRT test and the interventions that decrease the CRT?' STUDY DESIGN: Systematic review. METHODS: The search was performed in March 2019 using the electronic databases, PubMed, Science Direct, Scopus, Web of Science, Lilacs, Cinahal, Cochrane, Ovid, Scielo, PEDro, and Embase. There was no restriction regarding publication dates, and studies written in English that were conducted on poststroke patients and presented CRT results were included. RESULTS: Six studies were included in this systematic review, and the majority showed varied objectives, methodologies, and groups, regarding the number and characteristics of the sample, varying from complex to simple tasks for the CRT evaluation. CONCLUSION: This review suggests the investigation of the CRT in stroke patients with functional tasks using auditory and/or visual stimulus. About the CRT training in stroke patients, this review also suggests bilateral training, including functional tasks, and the use of structural practice blocks, but more studies are needed to better demonstrate the effects of interventions on the CRT. REGISTRATION NUMBER: PROSPERO (protocol no. CRD42017073995).

Tempo de reação de escolha de capoeiristas iniciantes e experientes / Reaction time of choice for beginners and experienced capoeiristas / Tiempo de reacción de elección para capoeiristas principiantes y avanzados

Resumo Na capoeira uma capacidade fundamental é o tempo de reação, pois exige a seleção rápida de uma resposta correta para a variedade de estímulos que se apresentam. O presente estudo verificou o efeito da prática da capoeira sobre o tempo de reação. Participaram 20 adultos praticantes de capoeira divididos em dois grupos de acordo com o tempo de prática. O tempo de reação foi medido com a Unidade de Determinação do Sistema de Testes de Viena (versão 6.0). Os resultados apresentaram diferença significativa (p < 0,05) para o número de respostas corretas, respostas erradas e para o tempo de reação de escolha a favor dos capoeiristas experientes em comparação com os iniciantes. Concluiu-se que a prática da capoeira pode melhorar o TR de escolha de seus praticantes.

Abstract In Capoeira, good reaction time is that to provide rapid and correct answer for stimuli prestentioned, consist of in ability very important for success or not event. The purpose this study was to verify effect of the practice of Capoeira on choice reaction time. Participated of the study 20 practitioners Capoeira, adults, divided in two groups according to time practice. Reaction time went measured used a Unit Determination of the Viena's System Tests (version 6.0). The results showed a significant difference (p < .05) for the numbers of correct answers, wrong answers and choice reaction time in favor of capoeiristas experienced in comparison with beginners. It was conclude that the practice of Capoeira could improve choice reaction time of the practitioners.

Resumen En Capoeira, tiempo de reacción es una capacidad fundamental, requiere una selección rápida de una respuesta correcta a la variedad de estímulos que se presentan. Este estudio examinó el efecto de la práctica de Capoeira en el tiempo de reacción. Los participantes fueron 20 adultos que practican Capoeira dividido en dos grupos de acuerdo con el momento de la práctica. El tiempo de reacción se midió usando la unidad de determinación del Sistema de Prueba de Viena (versión 6,0). Los resultados mostraron diferencias significativas (p < 0,05) para el número de respuestas correctas, respuestas incorrectas y el tiempo de reacción de elección a favor de capoeiristas experimentado en comparación con los principiantes. Se concluyó que la práctica de la capoeira puede mejorar TR elección de sus practicantes.

Escolares praticantes de xadrez acertam mais e são mais rápidos em tarefa de tomada de decisão / Students practitioners chess are more faster and correct in decision making task

O xadrez vem sendo utilizado como um recurso pedagógico para potencializar habilidades cognitivas de escolares. Dentre estas habilidades,destaca-se a tomada de decisão, fundamental em diversas atividades acadêmicas, contudo ainda são poucos os estudos que mostram os efeitos da prática do xadrez na eficiência e eficácia da tomada de decisão. Assim, o objetivo deste estudo foi verificar o efeito da prática do xadrez na habilidade cognitiva de tomada de decisão em escolares do ensino fundamental. Para tanto, 44 escolares de 7 a 12 anos de idade foram distribuídos em dois grupos (22 escolares sem contato com o xadrez e 22 escolares praticantes de xadrez na escola). Todos os escolares foram avaliados pelo Software Stroop Task v.1.0, através do qual o tempo de reação de escolha e a qualidade da escolha (relação erro/acerto) foram contabilizados. Os resultados mostraram que os escolares praticantes de xadrez na escola tomam decisões em menor tempo (t =2,3068; p < 0.05) e menor número de erros (X² = 112,061; p < 0.001) que escolares que nunca tiveram contato com o xadrez. Futuros estudos necessitam investigar o impacto destas capacidades nas atividades acadêmicas, ampliando o entendimento sobre os processos envolvidos na cognição e ação (AU)

Chess has been used as a teaching resource to enhance cognitive skills of students. Among these skills highlights the decision making, critical in various academic activities. However, there arefew studies that show the effects of the practice of chess in the efficiency and effectiveness of decision making. The objective of this study was to investigate the effect of the practice of chess in the cognitive ability of decision making in primary schools. To this end, 44 students aged 7 to 12 years old were divided into two groups (22 students without contact with chess and 22 school practitioner’s chess in school). All students were assessed by the Stroop Task Software v.1.0 where the reaction time of choice and the quality of choice (correct/incorrect choice) were recorded. Results showed that practicing school chess in school make decisions in less time (t= 2,3068; p< 0.05) and fewer errors (X²= 112,061; p < 0.001) than students who never had contact with chess.Futures studies need to investigate what impact these skills in academic activities, expanding the understanding of the processes involved in cognition and action.

Escolares praticantes de xadrez acertam mais e são mais rápidos em tarefa de tomada de decisão / Students practitioners chess are more faster and correct in decision making task

O xadrez vem sendo utilizado como um recurso pedagógico para potencializar habilidades cognitivas de escolares. Dentre estas habilidades,destaca-se a tomada de decisão, fundamental em diversas atividades acadêmicas, contudo ainda são poucos os estudos que mostram os efeitos da prática do xadrez na eficiência e eficácia da tomada de decisão. Assim, o objetivo deste estudo foi verificar o efeito da prática do xadrez na habilidade cognitiva de tomada de decisão em escolares do ensino fundamental. Para tanto, 44 escolares de 7 a 12 anos de idade foram distribuídos em dois grupos (22 escolares sem contato com o xadrez e 22 escolares praticantes de xadrez na escola). Todos os escolares foram avaliados pelo Software Stroop Task v.1.0, através do qual o tempo de reação de escolha e a qualidade da escolha (relação erro/acerto) foram contabilizados. Os resultados mostraram que os escolares praticantes de xadrez na escola tomam decisões em menor tempo (t =2,3068; p < 0.05) e menor número de erros (X² = 112,061; p < 0.001) que escolares que nunca tiveram contato com o xadrez. Futuros estudos necessitam investigar o impacto destas capacidades nas atividades acadêmicas, ampliando o entendimento sobre os processos envolvidos na cognição e ação

Chess has been used as a teaching resource to enhance cognitive skills of students. Among these skills highlights the decision making, critical in various academic activities. However, there arefew studies that show the effects of the practice of chess in the efficiency and effectiveness of decision making. The objective of this study was to investigate the effect of the practice of chess in the cognitive ability of decision making in primary schools. To this end, 44 students aged 7 to 12 years old were divided into two groups (22 students without contact with chess and 22 school practitioner's chess in school). All students were assessed by the Stroop Task Software v.1.0 where the reaction time of choice and the quality of choice (correct/incorrect choice) were recorded. Results showed that practicing school chess in school make decisions in less time (t= 2,3068; p< 0.05) and fewer errors (X²= 112,061; p < 0.001) than students who never had contact with chess.Futures studies need to investigate what impact these skills in academic activities, expanding the understanding of the processes involved in cognition and action.