Josune Rodríguez-Negro,  Johannes Arto Pesola and  Javier Yanci <br/><br/>
Can different physical education programs produce specific developments in psychological responses and cognitive functions? An ecological intervention in school-age children  (Journal Article) 

 - UK  : Wiley  and sons  ,December 2022 
 - 1687-1698 p. 
 - British Journal of Educational Psychology,Volume92, Issue4 .
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<br/><br/> Abstract-<br/><br/>Aims<br/>The aim of this study was to investigate the effects of physical education (PE) class contents on 6–8 years school-age children's perceived exertion, psychological responses and cognitive functions.<br/><br/>Materials and Methods<br/>These dimensions were measured in 135 children (6.61 ± 0.58 years) before and after an 8-week different PE intervention programs [i.e. balance intervention program (BIP), game based program (GBP) or drama learning program (DLP)].<br/><br/>Results<br/>With regard to the physical exertion, higher perceived exertion was found in BIP than in GBP and DLP (p < .01, ES = −0.5 to −1.0, small to moderate). Regarding cognitive functions, children of the GBP and the DLP significantly improved some of the cognitive functions test scores (p < .01 or 0.05, ES = 0.5 to 1.5, small to large).<br/><br/>Conclusion<br/>These results lead us to think that physical activity could be an effective tool for improving children's cognitive functions. 
<br/><br/><label>ISSN: </label>0007-0998 
<br/><br/><label>Source: </label> RIEBPL Library  
<br/><br/><label>Subjects--Topical Terms: </label><br/>affective valence <br/>attention impulsivity<br/> perceived exertion
<br/><br/><label>Dewey Class. No.: </label>370.1505