INTRODUCTION:This study aimed at investigating whether the Extra Physical Activity (EPA) has a chronic impact on the psychological functions such as self-esteem and the ability to storage information. In the recent literature the acute effect of the intense cardiovascular activity has been already shown as a mean to enhance the cognitive functions (e.g. memory capacity, 1). METHODS: 4 classes of a Rimini school participated to the study. In total 76 students (12.86 y ± 0.62) were tested. 39 female and 37 male students performed filled the self-esteem questionnaires (Rosemberg, 1960) and performed a Free Memory Recall Test (FMRT). The students were divided according to gender, self-esteem and EPA. The EPA consisted in the participation, after school, in different activities organised by the school such as frisbee and dancing. An ANOVA was performed to assess the differences between groups in selfesteem. The MANOVA were run in order to test the memory skills (Memory Tasks 1, 2) for gender, self-esteem and EPA score RESULTS: Data analysis revealed a significant triple interaction (Self-esteem X EPA X Gender, F=8.65, p<.01). EPA male participants reported a higher score in self-esteem compared with EPA female students (31.3±3.4 vs 27.3±4.45, p=.03) and males who did not take part to EPA (27.5±3.74, p= .04). The MANOVA for the two memory tasks highlighted significative interaction only for Self-esteem score (F=5.55, V=.14, p=.006). Difference were also detected in the Gender (p = .72) and Gender X Self-esteem (p=.08), but they were not significant. The post-hoc ANOVA in Memory task 1showed a significant interaction for Self-esteem (F=8.32, p<.01). No differences emerged from the posthoc ANOVA for self-esteem (p=87) in Memory task 2. Students with high self-esteem performed memory 1 task better than low selfesteem (11.6±3.1VS 9.86±2.3). CONCLUSION: The male students who took part to the EPA seemed to have higher self-esteem scores than their counterpart that did not participated to the extra activities. As well as differences emerged between males and female who practiced the EPA. The memory tests results did not revealed differences between the EPA and non-EPA groups, but student with high Self-esteem were able to remember more words than low self-esteem students. The results of self-esteem are in line with literature that supports a higher score in active students (2). Moreover, the difference between males and females as already found by other researchers in similar investigation (3). The FMRT was better performed by the higher self-esteem score’s students. While no difference emerged between who participated in EPA or not, in FMRT results. This could probably due to the small sample size took into considerations by us. For future investigations the sample size should be incremented, and the physical activity should be standardized differently. 1) Pesce et al., (2009) Mental Health Phys Activi; 2) Sluztzt & Simpkins, (,2009) Psyc of Sport and Exercise; 3)Thomas&Daubman, (2001) Sex Role.
Gabriele Russo, Federico Nigro, Andrea Ceciliani (2019). CAN THE EXTRA PHYSICAL ACTIVITY ENHANCHE THE PSYCHOLOGICAL AND COGNITIVE FUNCTIONS?. European College of Sport Science.
CAN THE EXTRA PHYSICAL ACTIVITY ENHANCHE THE PSYCHOLOGICAL AND COGNITIVE FUNCTIONS?
Gabriele Russo
;Federico Nigro;Andrea Ceciliani
2019
Abstract
INTRODUCTION:This study aimed at investigating whether the Extra Physical Activity (EPA) has a chronic impact on the psychological functions such as self-esteem and the ability to storage information. In the recent literature the acute effect of the intense cardiovascular activity has been already shown as a mean to enhance the cognitive functions (e.g. memory capacity, 1). METHODS: 4 classes of a Rimini school participated to the study. In total 76 students (12.86 y ± 0.62) were tested. 39 female and 37 male students performed filled the self-esteem questionnaires (Rosemberg, 1960) and performed a Free Memory Recall Test (FMRT). The students were divided according to gender, self-esteem and EPA. The EPA consisted in the participation, after school, in different activities organised by the school such as frisbee and dancing. An ANOVA was performed to assess the differences between groups in selfesteem. The MANOVA were run in order to test the memory skills (Memory Tasks 1, 2) for gender, self-esteem and EPA score RESULTS: Data analysis revealed a significant triple interaction (Self-esteem X EPA X Gender, F=8.65, p<.01). EPA male participants reported a higher score in self-esteem compared with EPA female students (31.3±3.4 vs 27.3±4.45, p=.03) and males who did not take part to EPA (27.5±3.74, p= .04). The MANOVA for the two memory tasks highlighted significative interaction only for Self-esteem score (F=5.55, V=.14, p=.006). Difference were also detected in the Gender (p = .72) and Gender X Self-esteem (p=.08), but they were not significant. The post-hoc ANOVA in Memory task 1showed a significant interaction for Self-esteem (F=8.32, p<.01). No differences emerged from the posthoc ANOVA for self-esteem (p=87) in Memory task 2. Students with high self-esteem performed memory 1 task better than low selfesteem (11.6±3.1VS 9.86±2.3). CONCLUSION: The male students who took part to the EPA seemed to have higher self-esteem scores than their counterpart that did not participated to the extra activities. As well as differences emerged between males and female who practiced the EPA. The memory tests results did not revealed differences between the EPA and non-EPA groups, but student with high Self-esteem were able to remember more words than low self-esteem students. The results of self-esteem are in line with literature that supports a higher score in active students (2). Moreover, the difference between males and females as already found by other researchers in similar investigation (3). The FMRT was better performed by the higher self-esteem score’s students. While no difference emerged between who participated in EPA or not, in FMRT results. This could probably due to the small sample size took into considerations by us. For future investigations the sample size should be incremented, and the physical activity should be standardized differently. 1) Pesce et al., (2009) Mental Health Phys Activi; 2) Sluztzt & Simpkins, (,2009) Psyc of Sport and Exercise; 3)Thomas&Daubman, (2001) Sex Role.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.