@article{ref1,
title="Physical exertion and immediate mental performance of sixth-grade children",
journal="Perceptual and motor skills",
year="1993",
author="McNaughten, D. and Gabbard, C.",
volume="77",
number="3",
pages="1155-1159",
abstract="The intent of this investigation was to examine the potential influence of varying durations of physical exertion at different times of the day on immediate mathematical performance by 120 sixth-grade boys and girls. Subjects were assigned to two control and two treatment groups (Solomon Four-group Design), with treated subjects administered physical exertion (paced walking at controlled moderate intensity) for durations of 20, 30, and 40 min. at three different times of the school day 8:30 a.m., 11:50 a.m. (before lunch), 2:20 p.m. over 3 weeks. After each exertion session, subjects were immediately administered a 90-sec. mathematical computation test. Analysis indicated no significant differences in mathematical performance at any duration in the morning, but scores were significantly higher at 11:50 a.m. and 2:20 p.m. at 30- and 40-min. durations in comparison to the 20-min. duration. There were no differences by gender of subject.<p /><p>Language: en</p>",
language="en",
issn="0031-5125",
doi="",
url="http://dx.doi.org/"
}