TY - JOUR
T1 - The effects of short exercise bouts on error-related negativity (ERN) and academic achievement in children
AU - Drollette, Eric S
AU - O'Brokta, Megan M
AU - Pasupathi, Praveen A
AU - Cornwall, Andrew S
AU - Slutsky-Ganesh, Alexis B
AU - Etnier, Jennifer L
AU - Ganesh, Alexis
PY - 2025
Y1 - 2025
N2 - While short bouts of exercise are known to improve cognitive and academic performance in children, the underlying neural mechanisms driving these changes remain unclear. This study evaluates the effects of short (9-min) acute bouts of exercise (high intensity interval exercise, HIIE; moderate-intensity cycling) on error-related negativity (ERN), and academic achievement. School-aged children (n = 25; ages 9-12) participated in a within-subjects, crossover design, completing one of three conditions (HIIE, moderate-intensity cycling, and seated rest) on three separate days. ERN was measured using electroencephalography (EEG) during a flanker task. Academic achievement tests were completed following only HIIE and seated rest. HIIE significantly reduced ERN amplitude compared to both cycling and seated rest conditions, suggesting improved neural efficiency in error processing. Children also exhibited improved word recognition fluency following HIIE, with a positive trend observed for decoding fluency. These findings suggest that HIIE sessions can enhance neural markers of error processing and academic performance in children. Further research is necessary to explore the long-term effects and potential for broader cognitive improvements resulting from regular integration of HIIE interventions for children.
AB - While short bouts of exercise are known to improve cognitive and academic performance in children, the underlying neural mechanisms driving these changes remain unclear. This study evaluates the effects of short (9-min) acute bouts of exercise (high intensity interval exercise, HIIE; moderate-intensity cycling) on error-related negativity (ERN), and academic achievement. School-aged children (n = 25; ages 9-12) participated in a within-subjects, crossover design, completing one of three conditions (HIIE, moderate-intensity cycling, and seated rest) on three separate days. ERN was measured using electroencephalography (EEG) during a flanker task. Academic achievement tests were completed following only HIIE and seated rest. HIIE significantly reduced ERN amplitude compared to both cycling and seated rest conditions, suggesting improved neural efficiency in error processing. Children also exhibited improved word recognition fluency following HIIE, with a positive trend observed for decoding fluency. These findings suggest that HIIE sessions can enhance neural markers of error processing and academic performance in children. Further research is necessary to explore the long-term effects and potential for broader cognitive improvements resulting from regular integration of HIIE interventions for children.
M3 - Article
VL - 79
SP - 102847
JO - Unknown journal
JF - Unknown journal
ER -