TY  - BOOK
AU  - Josune Rodríguez-Negro,  Johannes Arto Pesola and  Javier Yanci
TI  - Can different physical education programs produce specific developments in psychological responses and cognitive functions? An ecological intervention in school-age children: (Journal Article)
T2  - British Journal of Educational Psychology,Volume92, Issue4
SN  - 0007-0998
U1  - 370.1505	 
PY  - 2022///
CY  - UK
PB  - : Wiley  and sons
KW  - affective valence
KW  - attention impulsivity
KW  -  perceived exertion
N1  - ***______{For Hard Copy, Please visit Library.}________***
N2  - Abstract-

Aims
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.

Materials and Methods
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)].

Results
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).

Conclusion
These results lead us to think that physical activity could be an effective tool for improving children's cognitive functions
UR  -  https://bpspsychub.onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12533
ER  -