Unit:
Κατεύθυνση Προπονητική ΑθλημάτωνLibrary of the School of Physical Education and Sport Science
Supervisors info:
Φωτεινή Βενετσάνου, Αναπληρώτρια Καθηγήτρια, Τμήμα Φυσικής Αγωγής και Αθλητισμού, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Μαρία Κουτσούμπα, Καθηγήτρια, Τμήμα Φυσικής Αγωγής και Αθλητισμού, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Σπυριδούλα Βάζου, Associate Professor, Department of Kinesiology, Michigan State University
Original Title:
Άμεση επίδραση του ελληνικού παραδοσιακού χορού στις επιτελικές λειτουργίες παιδιών σχολικής ηλικίας
Translated title:
Acute effects of greek traditional dance on school aged children's executive functions
Summary:
The aim of the present study was (a) to examine the acute effects of a Greek traditional dance lesson and (b) to investigate the separate and/or combined effects of intensity and cognitive demands on school-aged children’s executive functions (EFs). Ninety-three children (Mage = 7.98+.90 years) were randomly assigned to one of four conditions consisting of a Greek traditional lesson lasting 20-minutes and varying in both intensity (high vs. low) and cognitive demands (high vs. low). Physical activity intensity was measured with accelerometers, while cognitive demands inherent in the dance lesson were determined by a panel of experts. EFs were measured before and immediately after the interventions. Inhibitory control was assessed with the Attention Network Test, working memory with the Digits Backwards task and cognitive flexibility with the How many - What number task. To test the effects of lessons on children's EFs, (M)ANCOVAs were conducted, with the children’s scores on the EFs pre-tests as covariates. Results showed that accuracy in congruent trials for inhibitory control was better for the high cognitive demands groups (F=6.47, p=.013, η2=.07); whereas accuracy in switch trials for cognitive flexibility was better for low intensity groups (F=9.11, p=.003, η2=.09). No differences among groups were found for working memory. Although the participants' response accuracy for inhibitory control and cognitive flexibility was positively affected by the dance program, no differences were found in most of the EFs parameters. The duration and moderate intensity of the lessons, as well as the teacher-centered teaching method, are among the potential factors that led to the absence of differences and should be taken into account in future research.
Main subject category:
Education - Sport science
Keywords:
inhibitory control, cognitive flexibility, working memory, physical activity
Number of references:
262
