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Acute Effect of Cognitive Compromise during Physical Exercise on Self-Regulation in Early Childhood Education

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  • Nuria Ureña

    (Department of Faculty of Education, University of Murcia, Street Campus Universitario, Espinardo, 12, 30100 Murcia, Spain)

  • Noelia Fernández

    (Department of Faculty of Education, University of Murcia, Street Campus Universitario, Espinardo, 12, 30100 Murcia, Spain)

  • David Cárdenas

    (Department of Physical Education and Sport, Faculty of Sport Sciences, University of Granada, 18071 Granada, Spain
    Sport and Health University Research Institute (iMUDS), 18071 Granada, Spain)

  • Iker Madinabeitia

    (Department of Physical Education and Sport, Faculty of Sport Sciences, University of Granada, 18071 Granada, Spain
    Sport and Health University Research Institute (iMUDS), 18071 Granada, Spain)

  • Francisco Alarcón

    (Department of General and Specific Didactics, Faculty of Education, University of Alicante, 03690 Alicante, Spain)

Abstract

Self-regulation (SR) in pre-schoolers is a strong predictor of different aspects of mental health and wellbeing. However, SR only recently has been examined concerning physical activity and its effects on cognitive performance. In the present study, 49 preschool children aged 4–5 years were submitted to classroom movement breaks (CMBs) of 15-min with different degrees of difficulty. Before beginning the intervention, SR (i.e., head, toes, knees and shoulders test, HTKS) and skill levels were assessed for tasks demand adjustment to individual resources and the counterbalanced assignment of the participants to the groups. Similarly, after the intervention, the performance on the HTKS was re-evaluated. There was a general intervention effect on the SR of pre-schoolers, regardless of the difficulty level of the task [F (3) = 11.683, p -value < 0.001, η 2 p = 0.438]. Nevertheless, it seems that only when CMBs stimulate the children cognitively with optimal difficulty, is it possible to obtain benefits. We recommend providing teachers with professional support when implementing physical activity breaks in their daily program to generate an individualized level of cognitive load that would allow children to reach the optimal challenge point.

Suggested Citation

  • Nuria Ureña & Noelia Fernández & David Cárdenas & Iker Madinabeitia & Francisco Alarcón, 2020. "Acute Effect of Cognitive Compromise during Physical Exercise on Self-Regulation in Early Childhood Education," IJERPH, MDPI, vol. 17(24), pages 1-18, December.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:24:p:9325-:d:461377
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    References listed on IDEAS

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    1. Vicente Ávila-Gandía & Francisco Alarcón & José C. Perales & F. Javier López-Román & Antonio J. Luque-Rubia & David Cárdenas, 2020. "Dissociable Effects of Executive Load on Perceived Exertion and Emotional Valence during Submaximal Cycling," IJERPH, MDPI, vol. 17(15), pages 1-19, August.
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    Cited by:

    1. Alejandro Gutiérrez-Capote & Iker Madinabeitia & Elisa Torre & Francisco Alarcón & Jesús Jiménez-Martínez & David Cárdenas, 2023. "Changes in Perceived Mental Load and Motor Performance during Practice-to-Learn and Practice-to-Maintain in Basketball," IJERPH, MDPI, vol. 20(5), pages 1-20, March.
    2. Antonio Baena-Extremera & Pedro Jesús Ruiz-Montero & David Hortigüela-Alcalá, 2021. "Neuroeducation, Motivation, and Physical Activity in Students of Physical Education," IJERPH, MDPI, vol. 18(5), pages 1-5, March.
    3. Hua Wu & Wichai Eungpinichpong & Hui Ruan & Wenke Chen & Yibei Yang & Xiujuan Dong, 2024. "Towards Sustainable Early Education Practices: A Quasi-Experimental Study on the Effects of Kindergarten Physical Education Programs on Fundamental Movement Skills and Self-Regulation in Haikou City, ," Sustainability, MDPI, vol. 16(4), pages 1-13, February.

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