Executive Function
Conditions
Keywords
Executive function, Calisthenics, Plyometric exercises, School-going children, Cognitive development, Physical activity, Working memory, Selective attention, Inhibitory control, Cognitive flexibility, Stroop test, Trail Making Test, Digit Span Test, Cognitive assessment in children
Brief summary
The goal of this clinical trial is to compare the effects of calisthenics and plyometric exercises on executive functions in school-going children. The main questions it aims to answer are: * Will calisthenics exercises have a better effect on executive functions compared to plyometric exercises in school-going children? * How do these exercise interventions impact selective attention, working memory, inhibitory control, and cognitive flexibility in children? Researchers will compare a calisthenics exercise group, a plyometric exercise group, and a control group (no intervention) to see if there are differences in executive function outcomes. Participants will: * Be male school-going children aged 8-12 years * Be randomly assigned to one of three groups: calisthenics, plyometric, or control * Complete baseline assessments of executive function * Participate in their assigned exercise program 3 times per week for 8 weeks (exercise groups only) * Complete follow-up assessments of executive function at 4 weeks and 8 weeks * Perform tests measuring selective attention, working memory, inhibitory control, and cognitive flexibility
Detailed description
Title: Comparison of Calisthenics and Plyometric Exercises on Executive Functions Among School-Going Children This research study, conducted by Maria Javid at Riphah International University in Islamabad, aims to investigate how different types of exercise affect cognitive abilities in children. Specifically, it compares the effects of calisthenics (bodyweight exercises) and plyometrics (jump training) on executive functions in school-going children. Executive functions are crucial cognitive skills that help children with tasks like planning, organizing, paying attention, and controlling impulses. These skills are essential for academic success and everyday life. The study seeks to understand if and how different exercise types can enhance these cognitive abilities. Key Details: * Participants: Male school-going children aged 8-12 years * Duration: 8 weeks * Location: Public and private schools in Islamabad, Pakistan The study will involve three groups: 1. Calisthenics group: Performing bodyweight exercises 2. Plyometric group: Engaging in jumping and explosive movement exercises 3. Control group: No specific exercise intervention Both exercise groups will participate in supervised sessions three times per week. The exercises are designed to be age-appropriate and safe for children. Measurements: Researchers will assess various aspects of executive function using standardized tests: * Selective attention: Using the Children's Trail Making Test * Working memory: Using Forward and Backward Digit Span Tests * Inhibitory control and cognitive flexibility: Using the Stroop Test These assessments will be conducted at the beginning of the study, at 4 weeks, and at 8 weeks to track changes over time. Significance: This study is important because it could provide valuable insights into how different types of exercise affect children's cognitive development. The results could inform physical education programs in schools and help parents and educators make informed decisions about children's physical activities. Ethical Considerations: The study has been approved by the university's ethics review board. Participation is voluntary, and parents must provide informed consent. All data will be kept confidential and coded to protect participants' identities. Expected Outcomes: The researchers hypothesize that calisthenics exercises may have a more significant positive effect on executive functions compared to plyometric exercises. However, both exercise types are expected to show improvements compared to the control group. This research contributes to the growing field of exercise neuroscience and could have practical implications for child development, education, and public health policies related to physical activity in schools.
Interventions
OTHERCalisthenics
Session will start with 9 minutes of warm up which includes 4 minutes of jogging and moderate intensity dynamic stretching for 5 minutes. Session would be of 8 minutes in which 1 minutes exercise and 1 minute rest is there. Exercise include bunny jumps, bear crawls , crab walk and mad cat and 9 minutes cool down period. This protocol would be follow up to 8 weeks.
OTHERPlyometric
: Session will start with 9 minutes of warm up which includes 4 minutes of jogging and moderate intensity dynamic stretching for 5 minutes.. And 9 minutes cool down period. Following Plyometrics would be performed:1 medicine ball squats 2.ABC pushups 3.Medicine ball chest press 4.standing jump reach for star 5.SINGLE leg hops 6.Pushup on knees 7.zig zag double jump
OTHERControl
compare with other groups
Sponsors
Riphah International University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
HEALTH_SERVICES_RESEARCH
Masking
SINGLE (Subject)
Eligibility
Sex/Gender
MALE
Age
8 Years to 12 Years
Healthy volunteers
Yes
Inclusion criteria
* Participants falling in this category would be recruited into the study. * Male School Going Children (8-12 Years of Age) * Normal BMI of School Going Children * No Recent Musculoskeletal Injury. * Not Actively Engaged in Other Sports
Exclusion criteria
* Children with any mental or physical disability. * Children with acute illness or fracture * Active Inflammation or infections * Any physical deformity
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Selective Attention | 8 weeks | which is measured by Children's Trail Making Test (Parts 1 and 2).Part 1: This test assesses the child's ability to maintain focused attention by having them connect numbered circles in sequential order as quickly as possible. It measures visual attention and task-switching capabilities. Part 2: In this part, the child alternates between numbers and letters (e.g., 1-A-2-B), which adds a layer of complexity to assess cognitive flexibility and visual-motor coordination. |
| Forward Digit Span | 8 weeks | Measures the ability to temporarily hold and recall sequences of numbers in the same order they are presented, assessing short-term memory |
| Backward Digit Span | 8 weeks | Requires the child to recall sequences of numbers in reverse order, testing their working memory and cognitive processing capabilities. |
| Digit Sequencing | 8 weeks | Involves recalling a series of digits in numerical order, further assessing the ability to manipulate and reorganize information in working memory |
| Inhibitory Control and Cognitive Flexibility | 8 weeks | tested by Stroop Test This test evaluates the child's ability to inhibit automatic responses and demonstrate cognitive flexibility. In the classic Stroop task, the child must name the ink color of words that are incongruent with their meaning (e.g., the word red printed in blue ink). It measures how well the child can control their impulsive responses and manage conflicting information. |
Countries
Pakistan
Contacts
Primary ContactWaqar Ahmed Awan Phd
Outcome results
None listed