The impact of low-intensity train on emotional and cognitive engagement within the classroom
Haskell, W. L. et al. Bodily exercise and public well being: up to date advice for adults from the American Faculty of Sports activities Medication and the American Coronary heart Affiliation. Circulation 116, 1081–1093 (2007).
Google Scholar
Janssen, I. & LeBlanc, A. G. Systematic overview of the well being advantages of bodily exercise and health in school-aged youngsters and youth. Int. J. Behav. Nutr. Phys. Act. 7, 1–16 (2010).
Google Scholar
Childs, E. & de Wit, H. Common train is related to emotional resilience to acute stress in wholesome adults. Entrance. Physiol. 5, 161 (2014).
Google Scholar
De Moor, M. H. M., Beem, A. L., Stubbe, J. H., Boomsma, D. I. & De Geus, E. J. C. Common train, nervousness, melancholy and persona: a population-based research. Prev. Med. 42, 273–279 (2006).
Google Scholar
Mikkelsen, Okay., Stojanovska, L., Polenakovic, M., Bosevski, M. & Apostolopoulos, V. Train and psychological well being. Maturitas 106, 48–56 (2017).
Google Scholar
Barbosa, A. et al. Bodily exercise and educational achievement: an umbrella overview. Inter. J. Environ. Res. Public Well being 17, 5972 (2020).
Google Scholar
Donnelly, J. E. et al. Bodily exercise, health, cognitive perform, and educational achievement in youngsters: a scientific overview. Med. Sci. Sports activities Exerc. 48, 1197–1222 (2016).
Google Scholar
Rasberry, C. N. et al. The affiliation between school-based bodily exercise, together with bodily training, and educational efficiency: a scientific overview of the literature. Prev. Med. 52, S10–S20 (2011).
Google Scholar
Bedard, C., St John, L., Bremer, E., Graham, J. D. & Cairney, J. A scientific overview and meta-analysis on the results of bodily energetic school rooms on instructional and pleasure outcomes at school age youngsters. PLOS ONE 14, e0218633 (2019).
Google Scholar
Erwin, H., Fedewa, A., Beighle, A. & Ahn, S. A quantitative overview of bodily exercise, well being, and studying outcomes related to classroom-based bodily exercise interventions. J. Appl. Sch. Psychol. 28, 14–36 (2012).
Google Scholar
Sember, V., Jurak, G., Kovač, M., Morrison, S. A. & Starc, G. Kids’s bodily exercise, educational efficiency, and cognitive functioning: a scientific overview and meta-analysis. Entrance. Public Well being 8, 307 (2020).
Google Scholar
Martin, A., Saunders, D. H., Shenkin, S. D., & Sproule, J. Life-style intervention for enhancing faculty achievement in chubby or overweight youngsters and adolescents. Cochrane Database Syst. Rev. 3 (2014).
Masini, A. et al. Analysis of school-based interventions of energetic breaks in major colleges: a scientific overview and meta-analysis. J. Sci. Med. Sport. 23, 377–384 (2020).
Google Scholar
Watson, A., Timperio, A., Brown, H., Greatest, Okay. & Hesketh, Okay. D. Impact of classroom-based bodily exercise interventions on educational and bodily exercise outcomes: a scientific overview and meta-analysis. Int. J. Behav. Nutr. Phys. Act. 14, 114 (2017).
Google Scholar
Vazou, S., Gavrilou, P., Mamalaki, E., Papanastasiou, A. & Sioumala, N. Does integrating bodily exercise within the elementary faculty classroom affect educational motivation. Int. J. Sport Exerc. Psychol. 10, 251–263 (2012).
Google Scholar
Murayama, Okay., Pekrun, R., Lichtenfeld, S. & Vom Hofe, R. Predicting lengthy‐time period progress in college students’ arithmetic achievement: the distinctive contributions of motivation and cognitive methods. Little one Dev. 84, 1475–1490 (2013).
Google Scholar
Reeve, J. M. Understanding Motivation and Emotion, seventh edn. (Wiley, 2018).
Garcia, D., Archer, T., Moradi, S. & Andersson-Arntén, A. C. Train frequency, excessive activation optimistic have an effect on, and psychological well-being: past age, gender, and occupation. Psychology 3, 328–336 (2012).
Google Scholar
Kennedy, M. M. & Newton, M. Impact of train depth on temper in step aerobics. J. Sports activities Med. Phys. Match. 37, 200–204 (1997).
Google Scholar
Basso, J. C. & Suzuki, W. A. The results of acute train on temper, cognition, neurophysiology, and neurochemical pathways: a overview. Mind Plast. 2, 127–152 (2017).
Google Scholar
Greenwood, B. N. The function of dopamine in overcoming aversion with train. Mind Res. 1713, 102–108 (2019).
Google Scholar
Dishman, R. Okay., Renner, Okay. J., White-Welkley, J. E., Burke, Okay. A. & Bunnell, B. N. Treadmill train coaching augments mind norepinephrine response to acquainted and novel stress. Mind Res. Bull. 52, 337–342 (2000).
Google Scholar
Pagliari, R. & Peyrin, L. Norepinephrine launch within the rat frontal cortex beneath treadmill train: a research with microdialysis. J. Appl. Physiol. 78, 2121–2130 (1995).
Google Scholar
Dremencov, E. et al. Impact of bodily train and acute escitalopram on the excitability of mind monoamine neurons: in vivo electrophysiological research in rats. Int. J. Neuropsychopharmacol. 20, 585–592 (2017).
Google Scholar
Greiwe, J. S., Hickner, R. C., Shah, S. D., Cryer, P. E. & Holloszy, J. O. Norepinephrine response to train on the identical relative depth earlier than and after endurance train coaching. J. Appl. Physiol. 86, 531–535 (1999).
Google Scholar
Schmid, A. et al. Free plasma catecholamines in spinal wire injured individuals with completely different damage ranges at relaxation and through train. J. Auton. Nerv. Syst. 68, 96–100 (1998).
Google Scholar
Wipfli, B., Landers, D., Nagoshi, C. & Ringenbach, S. An examination of serotonin and psychological variables within the relationship between train and psychological well being. Scand. J. Med. Sci. Sports activities 21, 474–481 (2011).
Google Scholar
Ainley, M. Being and feeling : transient state, temper, and disposition. in Temper in training (ed. Schutz, P. A. &. Pekrun, R.) 57–73 (Tutorial Press, Cambridge, MA, 2007).
Hidi, S. Curiosity: a novel motivational variable. Educ. Res. Rev. 1, 69–82 (2006).
Google Scholar
Byun, Okay. et al. Optimistic impact of acute delicate train on govt perform by way of arousal-related prefrontal activations: an fNIRS research. Neuroimage 98, 336–345 (2014).
Google Scholar
Aston-Jones, G. & Bloom, F. E. Exercise of norepinephrine-containing locus coeruleus neurons in behaving rats anticipates fluctuations within the sleep-waking cycle. J. Neurosci. 1, 876–886 (1981).
Google Scholar
Aston-Jones, G. & Cohen, J. D. An integrative idea of locus coeruleus-norepinephrine perform: adaptive acquire and optimum efficiency. Annu. Rev. Neurosci. 28, 403–450 (2005).
Google Scholar
Mather, M., Clewett, D., Sakaki, M. & Harley, C. W. Norepinephrine ignites native hotspots of neuronal excitation: how arousal amplifies selectivity in notion and reminiscence. Behav. Mind Sci. 39, e200 (2016).
Google Scholar
Luque-Casado, A. et al. Variations in sustained consideration capability as a perform of cardio health. Med. Sci. Sports activities Exerc. 48, 887–895 (2016).
Google Scholar
Fredricks, J. A., Blumenfeld, P. C. & Paris, A. H. Faculty engagement: potential of the idea, state of the proof. Rev. Educ. Res. 74, 59–109 (2004).
Google Scholar
Smallwood, J., Fishman, D. J. & Schooler, J. W. Counting the price of an absent thoughts: thoughts wandering as an underrecognized affect on instructional efficiency. Psychon. Bull. Rev. 14, 230–236 (2007).
Google Scholar
Smallwood, J. & Schooler, J. W. The stressed thoughts. Psychol. Bull. 132, 946–958 (2006).
Google Scholar
Risko, E. F., Anderson, N., Sarwal, A., Engelhardt, M. & Kingstone, A. On a regular basis consideration: variation in thoughts wandering and reminiscence in a lecture. Appl. Cogn. Psychol. 26, 234–242 (2012).
Google Scholar
Rodrigues, R. N. D., Viegas, C. A., Abreu e Silva, A. A. & Tavares, P. Daytime sleepiness and educational efficiency in medical college students. Arq. Neuropsiquiatr. 60, 6–11 (2002).
Google Scholar
Edens, Okay. M. The connection of college college students’ sleep habits and educational motivation. NASPA J. 43, 432–445 (2006).
Google Scholar
Chen, A., Yan, J., Yin, H., Pan, C. & Chang, Y. Results of acute cardio train on a number of elements of govt perform in preadolescent youngsters. Psychol. Sport Exerc. 15, 627–636 (2014).
Google Scholar
Ferris, L. T., Williams, J. S. & Shen, C. L. The impact of acute train on serum brain-derived neurotrophic issue ranges and cognitive perform. Med. Sci. Sports activities Exerc. 39, 728–734 (2007).
Google Scholar
Smith, P. J. et al. Cardio train and neurocognitive efficiency: a meta-analytic overview of randomized managed trials. Psychosom. Med. 72, 239 (2010).
Google Scholar
Soya, M. In Improve Mind Health: Sluggish Cardio (ed. Japan Cardio Federation) 1–77 (NHK Publishing, Inc., 2018).
Burke, S. M., Carron, A. V., Eys, M. A., Ntoumanis, N. & Estabrooks, P. A. Group versus particular person method? A meta-analysis of the effectiveness of interventions to advertise bodily exercise. Sport Exerc. Psychol. Rev. 2, 19–35 (2006).
Jones, F., Harris, P., Waller, H. & Coggins, A. Adherence to an train prescription scheme: The function of expectations, self-efficacy, stage of change and psychological well-being. Br. J. Well being Psychol 10, 359–378 (2005).
Google Scholar
Otsuka, T. et al. Results of acute treadmill working at completely different intensities on actions of serotonin and corticotropin-releasing issue neurons, and anxiety-and depressive-like behaviors in rats. Behavioural Mind Res. 298, 44–51 (2016).
Google Scholar
Kenny, D. A. & La Voie, L. Separating particular person and group results. J. Private. Soc. Psychol. 48, 339–348 (1985).
Google Scholar
Schielzeth, H. et al. Robustness of linear combined‐results fashions to violations of distributional assumptions. Strategies Ecol. Evol. 11, 1141–1152 (2020).
Google Scholar
Usami, S. & Murayama, Okay. Time-specific errors in progress curve modeling: type-1 error inflation and a potential answer with mixed-effects fashions. Multivar. Behav. Res. 53, 876–897 (2018).
Google Scholar
Brauer, M. & Curtin, J. J. Linear mixed-effects fashions and the evaluation of nonindependent information: a unified framework to investigate categorical and steady unbiased variables that fluctuate within-subjects and/or within-items. Psychol. Strategies 23, 389–411 (2018).
Google Scholar
Maeda, J. Okay. & Randall, L. M. Can educational success come from 5 minutes of bodily exercise? Brock Educ. J. 13, 14–22 (2003).
Google Scholar
Nadler, R. T., Rabi, R. & Minda, J. P. Higher temper and higher efficiency: studying rule-described classes is enhanced by optimistic temper. Psychol. Sci. 21, 1770–1776 (2010).
Google Scholar
Renninger, Okay. A., & Hidi, S. E. The Energy of Curiosity for Motivation and Engagement (Routledge, 2016).
Aguirre-Loaiza, H. et al. Impact of acute bodily train on govt features and emotional recognition: evaluation of average to excessive depth in younger adults. Entrance. Psychol. 10, 2774 (2019).
Google Scholar
Joshi, S., Li, Y., Kalwani, R. M. & Gold, J. I. Relationships between pupil diameter and neuronal exercise within the locus coeruleus, colliculi, and cingulate cortex. Neuron 89, 221–234 (2016).
Google Scholar
Nater, U. M. & Rohleder, N. Salivary alpha-amylase as a non-invasive biomarker for the sympathetic nervous system: present state of analysis. Psychoneuroendocrinology 34, 486–496 (2009).
Google Scholar
Slade, S. C. et al. Consensus on train reporting template (CERT): modified Delphi research. Phys. Ther. 96, 1514–1524 (2016).
Google Scholar
McNair, D. M., Lorr, M., & Droppleman, L. F. Guide for the Profile of Temper States (POMS) (Academic and Industrial Testing Service, 1971).
Tanaka, A. & Murayama, Okay. Inside-person analyses of situational curiosity and tedium: interactions between task-specific perceptions and achievement objectives. J. Educ. Psychol. 106, 1122 (2014).
Google Scholar
Killingsworth, M. A. & Gilbert, D. T. A wandering thoughts is an sad thoughts. Science 330, 932–932 (2010).
Google Scholar