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Can different physical education programs produce specific developments in psychological responses and cognitive functions? An ecological intervention in school-age children.

AIMS
The aim of this study was to investigate the effects of physical education (PE) class contents on 6-8 years school-age children's perceived exertion, psychological responses and cognitive functions.


MATERIALS AND METHODS
These dimensions were measured in 135 children (6.61 ± 0.58 years) before and after an 8-week different PE intervention programs [i.e. balance intervention program (BIP), game based program (GBP) or drama learning program (DLP)].


RESULTS
With regard to the physical exertion, higher perceived exertion was found in BIP than in GBP and DLP (p < .01, ES = -0.5 to -1.0, small to moderate). Regarding cognitive functions, children of the GBP and the DLP significantly improved some of the cognitive functions test scores (p < .01 or 0.05, ES = 0.5 to 1.5, small to large).


CONCLUSION
These results lead us to think that physical activity could be an effective tool for improving children's cognitive functions.