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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.

Catalogue Information
Field name Details
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
Collation 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
Catalogue Information 21151 Beginning of record . Catalogue Information 21151 Top of page .

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