Atakan Muhammed M, Atakan Betül
Division of Exercise Nutrition and Metabolism, Faculty of Sport Sciences, Hacettepe University, Ankara 06800, Turkey.
Aydınlıkevler Anatolian High School, Ministry of National Education, Ankara 06135, Turkey.
Sports Med Health Sci. 2023 Dec 30;6(2):185-192. doi: 10.1016/j.smhs.2023.12.008. eCollection 2024 Jun.
The aim of this study was to examine the effects of acute Pilates and plyometric exercise in a school-based setting on attention and mathematics test performance in high school students. Forty 10-grade students (21 females and 19 males; age: [15.0 ± 0.5] years, body mass index: [21.4 ± 2.8] kg/m) participated in this crossover and quasi-experimental study. In week 1, students were familiarized with the d2 test of attention and Pilates and plyometric exercises activities, and body composition measurements were taken. In both weeks 2 and 3, students completed the d2 test of attention and mathematics test with 20 questions following a single session of low-to-moderate-intensity exercise and a classroom-based non-exercise activity, in a non-randomized order. The exercise sessions included 30 mins of plyometric exercises for male students and Pilates exercise for female students, with intensities corresponding to 10-14 on the Borg rating of perceived exertion scale. Compared to the non-exercise activity, a 30-min of Pilates and plyometric exercise resulted in significant improvements in attention score (mean difference [Δ] = 54.5 score; < 0.001; Cohen's effect sizes [] = 1.26) and concentration performance (Δ = 20.7 score; = 0.003; = 0.51). The students scored significantly higher on the mathematics test after participating in the exercise sessions compared to the non-exercise condition (Δ = 11.7; < 0.001; = 0.76). There were no significant differences between genders ( > 0.05). These findings demonstrate the effectiveness of acute light-to-moderate-intensity Pilates and plyometric exercises in school-based settings for improving attention and mathematics performance in adolescents.
本研究的目的是考察在学校环境中进行急性普拉提和增强式运动对高中生注意力和数学测试成绩的影响。40名十年级学生（21名女生和19名男生；年龄：[15.0±0.5]岁，体重指数：[21.4±2.8]kg/m²）参与了这项交叉准实验研究。在第1周，学生们熟悉了注意力的d2测试以及普拉提和增强式运动活动，并进行了身体成分测量。在第2周和第3周，学生们以非随机顺序在单次低至中等强度运动和基于课堂的非运动活动之后，完成了注意力的d2测试和有20道题的数学测试。运动课程包括男学生进行30分钟的增强式运动，女学生进行普拉提运动，强度对应于伯格主观用力程度量表上的10 - 14级。与非运动活动相比，30分钟的普拉提和增强式运动使注意力得分显著提高（平均差异[Δ]=54.5分；P<0.001；科恩效应量[ES]=1.26）以及注意力集中表现显著提高（Δ=20.7分；P = 0.003；ES = 0.51）。与非运动条件相比，学生们在参与运动课程后数学测试得分显著更高（Δ=11.7；P<0.001；ES = 0.76）。性别之间没有显著差异（P>0.05）。这些发现证明了在学校环境中进行急性轻至中等强度的普拉提和增强式运动对于提高青少年的注意力和数学成绩是有效的。
