The Effects of School-based Physical Exercise With Different Cognitive Loads on Executive Functions

The present study aimed to compare the effects of 3 school-based physical exercises with different levels of cognitive engagement on executive functions. 

In total, 47 students aged 13-14 years were randomly divided into 3 groups, as follows: the Integrated Physical and Cognitive (IPC) exercise, peer physical exercise group (with the same physical challenge), and control group (the routine physical education program). A Continuous Performance Test (CPT), the N-back test, and the Stroop test were used to evaluate executive functions in pretest and posttest. 

The obtained results indicated that the IPC group significantly improved more than the other groups on the executive functions. Accordingly, physical exercise with a higher cognitive load benefitted both speed and accuracy on cognitive tasks significantly more than the same physical activity alone. 

Therefore, in the integrated physical and cognitive exercise, the cognitive and physiological effects of this training style interact with each other; therefore, their beneficial effects can be gradually increased, while interventions that only focus on the physical dimension would be less effective in promoting cognitive functions.