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Breaking up classroom sitting time with cognitively engaging physical activity: behavioural and brain responses / Emiliano MazzoliI, Jo Salmon,1, Wei-Peng Teo, Caterina Pesce, Jason He, Tal Dotan Ben-Soussan, Lisa Michele Barnett.
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Catalogue Record 21151
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Catalogue Record 21151
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Record Number
21151
Author
Mazzolil, Emiliano
Title
Breaking up classroom sitting time with cognitively engaging physical activity: behavioural and brain responses / Emiliano MazzoliI, Jo Salmon,1, Wei-Peng Teo, Caterina Pesce, Jason He, Tal Dotan Ben-Soussan, Lisa Michele Barnett.
Published
2021
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1 online resource
General Note
Journal article open access: PLoS ONE 16(7) e0253733.
Published 14 July 2021.
Funding: The study was funded through the Department of Education and Training, State Government of Victoria, Australia.
Summary Note
Conclusion. Cognitively engaging active breaks may improve brain efficiency in the dorsolateral prefrontal cortex, the neural substrate of executive functions, as well as response inhibition, via effects partially mediated by the change in sitting/stepping time. Active breaks can effectively reduce sitting and increase standing/stepping and improve on-task behaviour, but the regular implementation of these activities might require time for teachers to become familiar with. Further research is needed to confirm what type of active break best facilitates cognition.
Internet Site
https://doi.org/10.1371/journal.pone.0253733
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