Toward a Quality-Response Relationship in Exercise & Cognition Research across the Lifespan

Transcription

1 Exploratory Workshop The Future of Research in Sport Participation in the Lifespan (EW10 W10-170) 170) Rome, Italy - September 14-17, 17, 2011 Convened by: : Laura Capranica, Jan Cabri and Romain Meeusen Toward a Quality-Response Relationship in Exercise & Cognition Research across the Lifespan (Sport Psychology, & Exercise Science) Prof. Caterina Pesce University of Rome Foro Italico, Rome, Italy European Science Foundation 1 quai Lezay Marnésia BP90015 FR Strasbourg Cedex Tel: +33 (0) or 46 Fax: +33 (0) ew-office@esf.org

2 Acute and chronic exercise effects on cogntion PHYSICAL EXERCISE COGNITIVE FUNCTION Exploratory Workshop The future of Research in Sport Participation in the Lifespan (EW10 W10-170) 170)

3 Acute and chronic exercise effects on cogntion WHAT ASSOCIATIONS? WHAT EVIDENCE IS STILL NEEDED PHYSICAL COGNITIVE TO BRIDGE THEORY AND PRACTICE? EXERCISE FUNCTION ARE WE READY FOR PRESCRIPTION? (Etnier, 2009) Exploratory Workshop The future of Research in Sport Participation in the Lifespan (EW10 W10-170) 170)

4 From a dose-response relationship acute and chronic exercise studies Previous acute exercise research within the framework of intensity, frequency, duration: McMorris & Graydon,, 2000 Brisswalter et al., 2002 Tomporowski,, 2003 and examples of the study of the dose-response relationship: Chang & Etnier,, 2009 Kamijo et al., 2004 Background Exploratory Workshop The future of Research in Sport Participation in the Lifespan (EW10 W10-170) 170)

5 From a dose-response relationship acute and chronic exercise studies Acute exploring mode: exercise the role of research exercise Lambourne & Tomporowski,, 2010 (cycling vs. treadmill running) Pontifex et al., 2009; Voss et al., 2010, 2011 (aerobic vs. resistance exercise) Background Exploratory Workshop The future of Research in Sport Participation in the Lifespan (EW10 W10-170) 170)

6 From a dose-response relationship acute and chronic exercise studies Chronic exercise research: Examples of studies of dose-response relationship the Davis et al., 2007 Davis et al., 2011 (obese children) Background Exploratory Workshop The future of Research in Sport Participation in the Lifespan (EW10 W10-170) 170)

7 to a quality-response relationship: the paucity of acute exercise studies comparing the effects of qualitatively different exercise bouts Budde et al., 2008 Pesce Selective et al., benefits 2009 of a complex bilateral coordination task on General executive O Leary benefits attention et al., of 2011 acute performance aerobic exercise as compared during to circuit PE on training memory performance Comparison of and the effects, selective on additional cognitive benefits control, of an of acute acute bout of bouts cognitively-engaging of aerobic engaging treadmill PE (team game exercise, vs. circuit video training). game play, and exergaming beneficial effects only in the case of treadmill exercise Open questions Exploratory Workshop The future of Research in Sport Participation in the Lifespan (EW10 W10-170) 170)

8 to a quality-response relationship: the paucity of acute exercise studies comparing the effects of qualitatively different exercise bouts Budde et al., 2008 Selective benefits of a complex bilateral coordination task on executive attention performance as compared to circuit training Open questions Exploratory Workshop The future of Research in Sport Participation in the Lifespan (EW10 W10-170) 170)

9 to a quality-response relationship: the paucity of acute exercise studies comparing the effects of qualitatively different exercise bouts Pesce et al., 2009 General benefits of acute aerobic exercise during PE on memory performance and selective additional benefits of an acute bout of cognitively-engaging engaging PE (team game vs. circuit training). Open questions Exploratory Workshop The future of Research in Sport Participation in the Lifespan (EW10 W10-170) 170)

10 to a quality-response relationship: the paucity of acute exercise studies comparing the effects of qualitatively different exercise bouts O Leary et al., 2011 Comparison of the effects, on cognitive control, of acute bouts of aerobic treadmill exercise, video game play, and exergaming beneficial effects only in the case of treadmill exercise Open questions Exploratory Workshop The future of Research in Sport Participation in the Lifespan (EW10 W10-170) 170)

11 Quantitative physical task constraints acute physical exercise Kahill & Alkire, 2003 exercise intensity (~ 50% time MVPA) and duration (~ 40 min) in ecological school setting Increment in arousal Nielson et al., 1996 delayed memory recall Exploratory Workshop The future of Research in Sport Participation in the Lifespan (EW10 W10-170) 170)

12 to a quality-response relationship: crossing and joining cross-sectional sectional research Cognitive sport expertise: Expert sport performance approach sport-specific cognitive skills (e.g., Williams, Ericsson, 2005) Cognitive component skill approach general cognitive skills (e.g., Voss, Kramer et al., 2010) Chronic exercise (aerobic fitness effects): Cerebrovascular integrity hypothesis Neurotreophic factors hypothesis Selective improvement (e.g., Kramer, Erickson, Hillman, 2008; but see Etnier, 2006; Angevaren et al., 2008) (what hypothesis for resistance training benefits on cognitive functioning?) Actual forms of interplay

13 to a quality-response relationship: crossing and joining cross-sectional sectional research Cognitive sport expertise: Expert sport performance approach sport-specific cognitive skills (e.g., Williams, Ericsson, 2005) Cognitive component skill approach general cognitive skills (e.g., Voss, Kramer et al., 2010) Chronic exercise (aerobic fitness effects): Cerebrovascular integrity hypothesis Neurotreophic factors hypothesis Selective improvement (e.g., Kramer, Erickson, Hillman, 2008; but see Etnier, 2006; Angevaren et al., 2008) Study of the individual differences in cognitive efficiency deriving from chronic sport participation: joint (what effects hypothesis of physical for fitness resistance and cognitive expertise on the brain (e.g., training Chan & Yan, benefits 2011) on cognitive functioning?) Actual forms of interplay

14 to a quality-response relationship: intervention studies comparing qualitatively different exercise interventions are still lacking Best, PhD thesis Video games and exergames varying in cognitive engagement and aerobic activity. Is it the aerobic activity, the cognitive engagement or a combination of the two that has the strongest effect on children s s cognition? Open questions

15 to a quality-response relationship: intervention studies comparing qualitatively different exercise interventions are still lacking Pesce et al., 2010 (abstract) Inhibitory functions in children benefit from increments in aerobic fitness level, but more pronouncedly in low-fit children when they practice cognitively demanding PA. Open questions

16 to a quality-response relationship: intervention studies comparing qualitatively different exercise interventions are still lacking Goldshtrom et al., 2010 Cognitive functioning is positively affected by coordinatively challenging rhythmic exercises in maltreated children (limit: exercise vs. non-exercise intervention instead of comparing qualitatively different exercise interventions) Open questions

17 to a quality-response relationship: intervention studies comparing qualitatively different exercise interventions are still lacking Tsai, 2009 Children with DCD undergoing a table tennis intervention in the school setting ameliorated their executive attention control as compared to a non- training DCD group (limit: exercise vs non-exercise intervention) Open questions

18 Quality PA and inhibitory function in the school context Inhibition score (TPI of RNG task) TPI score Experimental and Control group Both experimental and control group low low ** high high Pre-postpre-post intervention difference differnce in fitness in fitness level level low high Experimental group group only Participants (n=58): primary school pupils Cognitive task: Random Number Generation Inhibition score (TPI score of RNG task) *** low high pre-intervention fitness level pre post

19 ..to a quality-response relationship: crossing and joining physical and cognitive training approaches Cognitive training brain plasticity Near transfer hypothesis: little positive transfer to untrained cognitive tasks (e.g., Noack et al., 2009) Far transfer hypothesis generalizable improvement with training on executive tasks (e.g., Hertzog et al., 2009) Physical aerobic training brain plasticity Cerebrovascular integrity hypothesis Neurotreophic factors hypothesis Selective improvement hypothesis (e.g., Kramer et al., 2008) Enhancing synergies Motor learning brain plasticity promoted by task complexity (e.g., Carey et al., 2005)

20 ..to a quality-response relationship: crossing and joining physical and cognitive training approaches Cognitive training brain plasticity Near transfer hypothesis: little positive transfer to untrained cognitive tasks (e.g., Noack et al., 2009) Far transfer hypothesis generalizable improvement with training on executive tasks (e.g., Hertzog et al., 2009) Physical aerobic training brain plasticity Cerebrovascular integrity hypothesis Neurotreophic factors hypothesis Selective improvement hypothesis (e.g., Kramer et al., 2008) Gross motor cognitive training joining aerobic training and cognitive engagement (contextual interference, motor problem solving, switch-, stop-, Motor learning randomization brain tasks) plasticity promoted by task complexity (e.g., (Best, Carey 2010; et Tomporowski, al., 2005) McCullick & Horvat, 2010; Forte, Boreham, Costa Leite, De Vito, Brennan, Gibney & Pesce, submitted) Enhancing synergies

21 Quality PA for older adults: cognitive function outcomes of a joint physical and cognitive training Mediator: increment in strength, not in VO 2 max Forte, & Pesce, submitted Progressive resistance training group Intervention effect on EF Inhibition Working memory Functional ability training group Mediators: cognitive, dual tasking ability Traditional fitness training vs. cognitively-engaging functional ability training: a RCT translating neuropsychological frontal tasks (e.g., WCST, trail making, stop task) into gross-motor cognitive training

22 Enhancing synergies Self-regulation, Executive functions? Social norms Resistance skills (Scatigna, by permission Sport support project) Life skill training in sport and PE Life skills skills (WHO, 1993): problem Protection against drug abuse problem solving, creativity, resistance skills, Promoting and facilitating divergent discovery learning Repetition without repetition (Bernstein): Exercise does not mean that the individual repeats many times the same solution of a given motor task, but it means that he/she solves the problem many times in order to find the best ways of solving it

23 Movement originalità motoria originality -1,5-1 -0,5 0 0,5 1 Motor creativity Originality Fluidity Flexibility 3,0 2,0 1,0 0,0-1,0-2,0-3,0 Inhibitory capacità function di inibizione (z)? Creative thinking Originality Fluidity Flexibility Thinking originalità di originality pensiero (z) Originalità di pensiero e funzioni esecutive inibitorie (Scibinetti, Tocci & Pesce, 2011, CRJ) -1,5-1 -0,5 0 0,5 1 3,0 2,0 1,0 0,0-1,0-2,0-3,0 capacità di inibizione (z) Inhibitory function

24 Outlook: developing PA guidelines that go beyond the framework of intensity, duration, and frequency Approaches to: Cognitive sport expertise Cognitive training Motor learning Life skills training Exercise and cognition research approaches Enhancing synergies Exploratory Workshop The future of Research in Sport Participation in the Lifespan (EW10 W10-170) 170)

25 Outlook: developing PA guidelines that go beyond the framework of intensity, duration, and frequency ApproachesToward to: an integrated approach Cognitive sport expertiseto the effects Exercise of and cognition Cognitive physically training and cognitivelyresearch challenging approaches Motor learningmotor and sports activities Life skills training Enhancing synergies Exploratory Workshop The future of Research in Sport Participation in the Lifespan (EW10 W10-170) 170)

26 COGNITIVE FUNCTION THANK YOU! PHYSICAL ACTIVITY Exploratory Workshop The future of Research in Sport Participation in the Lifespan (EW10 W10-170) 170)