Coordinative aerobic exercise does not enhance attention and concentration in college students

64 Pages·2016·0.75 MB·English

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Graduate Student Theses, Dissertations, &
Graduate School
Professional Papers
2011
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Meryl Heather Epstein
The University of Montana
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COORDINATIVE AEROBIC EXERCISE DOES NOT ENHANCE ATTENTION AND
CONCENTRATION IN COLLEGE STUDENTS

By
Meryl Heather Epstein
Bachelor of Science, Rutgers University, New Brunswick, New Jersey, 2002

Thesis
presented in partial fulfillment of the requirements
for the degree of

Masters of Science
in Health and Human Performance, Exercise Science

The University of Montana
Missoula, MT

Spring 2011

Approved by:

Stephen Sprang, Associate Provost for Graduate Education
Graduate School

Dr. Steven E Gaskill, Chair
Department

Dr. Charles Palmer
Health and Human Performance

Charles Wellenstein, M.S.W
School of Social Work
Epstein, Meryl, Master of Science, Spring 2011 Health and Human Performance
Exercise Science

Coordinative Aerobic Exercise Does Not Enhance Attention and Concentration in
College Students

Chairperson: Dr. Steven E. Gaskill

There is a historic and recently growing body of research that shows physical activity
and fitness both have a positive effect on cognitive function, improved memory, and
learning. The purpose of this study was to determine whether acute moderate to vigorous
coordinative aerobic activity carried out prior to taking the d2 Test of Attention positively
affected attention and concentration measures in a sample of college students at the
University of Montana. The results of this investigation found no acute physical activity
effect on the test scores. The results did demonstrate that there was a significant learning
effect to the d2 Test of Attention when repeated after a short time span and that even after
a week, participants maintained the improved ability to complete the d2 test. Thus all d2
test improvements were the result of the order they completed the d2 Test of Attention
and could not be attributed to the intervention. Before future experimental studies are
carried out in a similar manner, there is a need to determine an appropriate wash-out
period for the d2 Test of Attention.
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Acknowledgements

I would like to thank my chairperson and mentor Steven Gaskill for his support
throughout the thesis process. His quick thinking and continual guidance enabled me to
complete my research in a timely fashion. I am forever grateful for his help. I would also
like to thank my committee members Charlie Palmer and Charlie Wellenstein for their
assistance in writing and support. Thank you Joe Domitrovich and Stephanie
Domitrovich for your help with statistics and innovative ideas these past two years. I
would like to thank my family, particularly Starr, Alan and Cara for always believing in
me. Lastly, I would like to thank my best friend and soon to be husband Joseph
Pellegrino for his knowledge, direction, and love.

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TABLE OF CONTENTS

Chapter One: Statement of the Problem
Research Problem 1
Introduction 1
Purpose of Research 2
Research Hypothesis 3
Significance of Study 3
Limitations 3
Delimitations 4
Definition of Terms 4

Chapter 2: Review of Literature 5
Physical Fitness and Academics 6
Context of School Based Physical Activity 8
School Based Physical Education 8
Recess 10
Extra-curricular Physical Activity 12
Classroom-based Physical Activity 13
Cognitive Theories 17
Increase in Cerebral Blood Flow 18
Structural Changes in the Brain 18
Influence of Exercise on Brain Hormones 19
Coordination Exercise Studies 21

Chapter 3: Methodology 22
Subjects 22
d2 Test of Attention 22
Physical Activity Intervention 22
Research Design 23
Experimental Trial 23
Control Trial 24
Data Analysis 24

References 25

Manuscript Prepared for International Journal of Educational Research 35
Coordinative aerobic exercise does not enhance attention and concentration in college
students
Figures 51

Appendices 53
Experimental Questionnaire 54
Control Questionnaire 55
d2 Test Script 56
iv
PAR-Q 57
v
Chapter One: Statement of the Problem

Research Problem
Physical activity can be added to the school curriculum without being a detriment
to student academic achievement positively influencing concentration, memory and
classroom behavior (69). Determining not only if physical activity will spawn academic
success, but what form of exercise, how to implement it and how to advantageously
integrate it into the school curriculum for the younger student into the college years is not
as well known. There is also a paucity of research on cognitive and behavioral responses
to physical activity during the school day for middle and high school students (68) and
less on college students. Therefore we intend to determine if acute aerobic exercise
requiring coordinative complex movements acutely increases concentration and attention
scores in college students as measured by the d2 test of attention.

Introduction
The educational system is continually seeking to enhance the learning experience
of their students through programs targeted towards improving the teacher‟s ability to
impart and the students‟ to retain classroom material. Recently, exercise scientists have
begun to focus on the benefits of physical activity on learning. Early research is
beginning to help us understand the role that physical activity has in the world of
academia. Myriad studies have identified the positive benefits of physical education (13,
65), recess (5, 33, 51), and extra-curricular activities (25, 26, 29, 57, 58, 73) on student
performance regarding both grades and behavior. A summary report from the Robert
Wood Johnson Foundation reported that students who participated in school based
physical activity maintained or improved their scores on standardized achievement tests
when compared with controls (67). In 2010, the Center for Disease Control (CDC)
reviewed the literature and reported the evidence that physical activity is capable of
improving academic achievement and effecting cognitive skills, attitudes and academic
behavior (16). In the school environment exercise and movement can occur in a number
of different venues: physical education, recess, extra-curricular activities and classroom-
based physical activity. However, many schools are still resistant to the idea of adding
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physical activity into their day: only 3.8% of all high schools, 10% of all middle schools
and 15.5% of all elementary school districts require that students be provided with
regular physical activity breaks (39). College student exercise patterns appear to mimic
time spent in physical activity during their primary and secondary schooling with only 40
to 50% of college students physically active (35). If fitness and health are not developed
as an integral aspect of learning in a student‟s younger years, the current situation will
remain the reality despite numerous studies showing physical activity is beneficial to
cognitive learning.

Relating physical activity and particularly coordinative aerobic exercise, to
potential cognitive benefits is straightforward. Aerobic exercise increases cerebral blood
flow (30, 34, 37, 63), capillarization (7), and important neurotransmitter and hormone
release (8, 46, 72). These physiological changes may help to boost learning in students.
The coordinative component of the movement increases synapses in important brain
areas such as the cerebellum (4). From an application stand point not only are student‟s
cognitive skills‟ improving (15, 41, 47) but their ability to concentrate on the lesson
presented is increased as well. Coordinative aerobic exercise such as Zumba could serve
as a potential new intervention employed to increase cognitive skills in all levels of
academia.

Purpose of Research
The purpose of this study is to determine whether moderate to vigorous acute
coordinative aerobic activity carried out prior to taking the d2 test of attention positively
affects attention and concentration measures in a sample of college students at the
University of Montana. Data from the exercise trial will be used to relate intensity via
heart rate (HR) and rating of perceived exertion (RPE) as well as complexity of the
activity to its actual effectiveness. The end result will be to provide feedback to
determine a prescribed intensity for type of coordinative aerobic exercise and duration for
maximal benefits in learning outcomes in the classroom. The main focus of this study
will be attention.

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Research Hypothesis
H: Engagement in moderate to vigorous acute coordinative aerobic activity will lead to
an improvement in concentration and attention scores as measured by the d2 test of
attention.

Significance of Study
This study will provide data on cognition, particularly attention and concentration,
to acute coordinative aerobic activity in college students, an area of research lacking in
the literature. The information collected will help to determine if moderate to vigorous
acute coordinative aerobic exercise enhances attention and concentration, two very
important factors in the ability to learn. Data will help researchers understand which
aspects of exercise guidelines best maximize the student‟s ability to concentrate. The data
can then be used by educational administrators (elementary, middle, high school and
college) to be incorporated into the school curriculum to increase student proficiency and
classroom efficiency.

Limitations
Limitations for this study will largely come from the actual homogeneity of the
sample used. First, the expected sample age will be near 20-24 years. Thus additional
research will be necessary to speak on the relevance of these findings of non-college-
aged students, especially those in primary and secondary school systems. Results may be
related to other sample characteristics such as socio-economic status, present life
stressors, etc. which will not be screened, controlled, or monitored. In this way the
researchers caution against universal generalizability of the findings. Additionally,
findings will be limited to those determinable from the d2 test of attention (visual
perceptual speed and concentrative capacities), but not for cognition in general or other
attributes of learning or intelligence. Despite controlling for time of day and day of week
between trials, the academic calendar will dictate inter-subject differences for the
extraneous variable of underlying academic stress/load between those recruited earlier
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and later during the project. Finally, personal influence by the Zumba instructor herself
(atmosphere, energy level) may affect results, but the same instructor, music and dance
routine will be used for all participants.

Delimitations
An understanding of learning requires many functional psychological traits;
however, testing all of them would necessitate the use of numerous tests and
questionnaires. The time and resources demanded both of the subjects and the testers
make this impractical. Therefore, only attentiveness will be addressed, as this is
considered to be one of the major factors affecting the learning process. Moreover, the
location and nature of the d2 test itself is similar to that of an exam (quiet room with all
participants taking the test simultaneously). While learning itself is useful in a classroom
situation, it was not possible to administer a test in a class setting or similar environment.
Lastly, heart rate data will be gathered for average heart rate during the exercise session
as well as max value attained, but time spent in heart rate zones, and individual
determination of heart rate maximum and resting heart rate could be estimated, but not
directly measured. Particular effects of intensity, while interesting, will not be addressed
here, and heart rate will be used simply to ensure moderate to vigorous intensity achieved
during the Zumba class.

Definition of Terms
Borg Scale: In sports and exercise testing the Borg RPE Scale measures perceived
exertion. In medicine this is used to document the patient's exertion during an exercise
test, and sports coaches use the scale to assess the intensity of training and competition
reported by athletes. The original scale introduced by Gunnar Borg rated exertion on a
scale of 6 (very, very light) -20(extremely hard).
Zumba: A fitness program that combines Latin and international music with dance.

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