Effects of cognitively demanding resistance training breaks in high school students’.

Brief name: Investigating the impact of cognitively demanding resistance training breaks. Why: To gain further understanding on the topic of physical activity breaks combined with varying levels of associated cognitive demand to a) executive function b) on-task behaviour and c) muscular fitness. What: This is a four arm randomised control trial and there are 3 different intervention groups which will be provided with 3 different intervention videos each lasting 6-8 minutes and set to a Tabata format of 20sec on/ 10sec off x 8 sets; a total workout time of 4 minutes: a) The High activity/High cognitive demand group (HAHC) respond to the stimulus by performing the correlating resistance training exercise (e.g. 1 session totals 32 x 5 seconds of resistance training activities). Examples of body weight exercises included in the intervention are: table push ups, squats to a chair, tricep dips on a chair. An example of a video that will be used in the intervention can be seen here - https://drive.google.com/file/d/16zkKk1dK3TfZ4n933E07dOlhl9vbmsK3/view?usp=sharing b) The High activity/Low cognitive demand group (HALC) complete the same resistance training exercises but require no cognitive demand, rather simply copy the performer on the video. An example of a video that will be used in the intervention can be seen here - https://drive.google.com/file/d/1-P9Q1GAEpqpOHOBUE7Opi7G8UezWazlM/view?usp=sharing c) The Low physical activity/High cognitive demand (LAHC) respond to the stimulus by selecting an image on the response wheel on their desk in front of them. An example of a video that will be used in the intervention can be seen here - https://drive.google.com/file/d/1wlvWQU7Nl0vFzQqHj_CTqUlJY-i4wT5d/view?usp=sharing Who provided: The video was produced by working with experts from the fitness industry, specifically strength trainers with expertise in delivering resistance training activities to adolescents. At the point of delivery, it will be classroom teachers who play the video to the class and supervise the safety of their students. A 3 hour training session is delivered to all teachers involved in the study where key elements of safety, motivation and technique are explained. The procedure for delivery is for students to enter the classroom and place their bag safely out of the way (this is clearly indicated on a safety video at the beginning of the study). The teacher will then ask the class if any students are unwell or suffering from an injury. At this point, the teacher makes a decision based on outlined scenarios discussed in training to either modify the student's workload or exempt them from that session. The video is then played and students participate in the workout. The Tabata style has students exercise for 20 seconds and resting for 10 seconds repeated 8 times. The total video time is 6 minutes. At the completion of the video, students return to their seat and begin class work. How: The intervention is provided to the class of Year 10 students as a group at the beginning of each mathematics lesson for 4 weeks (A total of 12 sessions). Where: The intervention will occur in a standard Highschool mathematics classroom. No movement to furniture is required and students perform all exercises using only the desk and chair. When and how much: Each video lasts for 6-8 minutes with a total workout time of 4 minutes. The video is delivered at the beginning of each mathematics lesson (3 times per week) for a total of 4 weeks. Tailoring: Tailoring can occur for students who are injured. Eg a student with a broken arm can modify exercises to complete another exercise that does not utilise the use of their arm e.g. lunges. All modifications are discussed in the teacher training session. Modifications: No modifications are intended. How well - planned: Planned fidelity checks are to occur weekly by myself - the lead investigator. A structured set of questions outline a fidelity check ensuring continuity to the delivery of the videos across schools.