Achim Conzelmann

Cognitive and physiological effects of an acute physical activity intervention in elementary school children

The aim of the present study was to investigate the effects of an acute physical activity intervention that included cognitive engagement on executive functions and on cortisol level in young elementary school children. Half of the 104 participating children (6–8 years old) attended a 20-min sport sequence, which included cognitively engaging and playful forms of physical activity. The other half was assigned to a resting control condition. Individual differences in childrens updating, inhibition, and shifting performance as well as salivary cortisol were assessed before (pre-test), immediately after (post-test), and 40 min after (follow-up) the intervention or control condition, respectively. Results revealed a significantly stronger improvement in inhibition in the experimental group compared to the control group, while it appeared that acute physical activity had no specific effect on updating and shifting. The intervention effect on inhibition leveled out 40 min after physical activity. Salivary cortisol increased significantly more in the experimental compared to the control group between post-test and follow-up and results support partly the assumed inverted U-shaped relationship between cortisol level and cognitive performance. In conclusion, results indicate that acute physical activity that includes cognitive engagement may have immediate positive effects on inhibition, but not necessarily on updating and shifting in elementary school children. This positive effect may partly be explained through cortisol elevation after acute physical activity.

The role of specialisation in the promotion of young football talents: A person-oriented study

Abstract This paper investigates the controversial question whether it is more effective to promote specialisation in a specific sport at the beginning of a career or whether to encourage a broad range of sports when promoting competitive sports talents in order for them to achieve a high level of performance in adulthood. The issue of promoting talents depends on human developmental processes and therefore raises developmental scientific questions. Based on recent, dynamic-interactionist concepts of development, we assume a person-oriented approach focussing on the person as a whole rather than individual features. Theoretical considerations lead to four interacting factors being summarised to form a subsystem: childhood training. The relative weights of these factors lead to patterns. By relating these to a performance criterion at the age of peak performance, particularly promising developmental patterns may be identified. One hundred fifty-nine former Swiss football talents were retrospectively interviewed about their career and the data analysed using the LICUR method. Two early career patterns were identified as having a favourable influence on adult performance. Both are characterised by an above-average amount of in-club training. One pattern also exhibits an above-average amount of informal football played outside the club, the other above-average scores for activity in other sports. Hence, comprehensive training and practice inside and outside the club form the basis for subsequent football expertise.

Motivational patterns as an instrument for predicting success in promising young football players

Abstract Psychological characteristics are crucial to identifying talents, which is why these are being incorporated in today’s multidimensional talent models. In addition to multidimensionality, talent studies are increasingly drawing on holistic theories of development, leading to the use of person-oriented approaches. The present study adopts such an approach by looking at the influence that motivational characteristics have on the development of performance, in a person-oriented way. For this purpose, it looks at how the constructs achievement motive, achievement goal orientation and self-determination interact with one another, what patterns they form and how these patterns are linked to subsequent sports success. Ninety-seven top young football players were questioned twice. Another year later, it was enquired which of these players had been selected for the U15 national team. At both measuring points, four patterns were identified, which displayed a high degree of structural and individual stability. As expected, the highly intrinsically achievement-oriented players were significantly more likely to move up into the U15 national team. The results point to the importance of favourable patterns of motivational variables in the form of specific types, for medium-term performance development among promising football talents, and thus provide valuable clues for the selection and promotion of those.

The impact of the achievement motive on athletic performance in adolescent football players

Abstract Researchers largely agree that there is a positive relationship between achievement motivation and athletic performance, which is why the achievement motive is viewed as a potential criterion for talent. However, the underlying mechanism behind this relationship remains unclear. In talent and performance models, main effect, mediator and moderator models have been suggested. A longitudinal study was carried out among 140 13-year-old football talents, using structural equation modelling to determine which model best explains how hope for success (HS) and fear of failure (FF), which are the aspects of the achievement motive, motor skills and abilities that affect performance. Over a period of half a year, HS can to some extent explain athletic performance, but this relationship is not mediated by the volume of training, sport-specific skills or abilities, nor is the achievement motive a moderating variable. Contrary to expectations, FF does not explain any part of performance. Aside from HS, however, motor abilities and in particular skills also predict a significant part of performance. The study confirms the widespread assumption that the development of athletic performance in football depends on multiple factors, and in particular that HS is worth watching in the medium term as a predictor of talent.

Delayed Positive Effects of an Acute Bout of Coordinative Exercise on Children's Attention

Since attention is an important prerequisite for learning, it is particularly worthwhile to promote it in schools, through specific interventions. The present study examined the effects of an acute bout of coordinative exercise in physical education on the attention of primary school children. A total of 90 fifth grade primary school children (41 boys, 49 girls; M = 11.0 yr., SD = 0.6) participated in the study and were randomly assigned to either the experimental or the control group. The experimental group received a cognitively demanding physical education lesson consisting of different coordinative exercises; the control group attended a normal sedentary school lesson. Before, immediately after, and 90 min. after each experimental condition, the childrens attentional performance was tested using the revised version of the d2 Test of Attention (d2–R). Results of the repeated-measures analysis of variance (ANOVA) revealed that childrens attentional performance increased through the specifically designed physical education lesson, not immediately but 90 min. after cessation. The results are discussed in terms of mechanisms explaining the relationship between acute physical exercise, and immediate and delayed effects on attention.

Promoting a Functional Physical Self-Concept in Physical Education: Evaluation of a 10-Week Intervention.

Most physical education intervention studies on the positive effect of sports on self-concept development have attempted to increase schoolchildren’s self-concept without taking the veridicality of the self-concept into account. The present study investigated whether a 10-week intervention in physical education would lead to an increase not only in the general level of self-concept of endurance and self-concept of strength but also in its veridicality in those who had previously under- or overestimated their abilities. A total of 464 primary schoolchildren (246 boys, 218 girls, Mage = 11.9) either participated in the intervention or served as controls. The intervention group received endurance and strength training during physical education lessons carried out with a consistent individualized teacher frame of reference (iTFR). Results showed that this specific intervention was associated with increases not only in the general level of self-concept but also in its veridicality in under- and overestimators. Results are discussed in terms of didactic methods to promote functional self-concepts in physical education.

Exercise Experiences and Changes in Affective Attitude: Direct and Indirect Effects of In Situ Measurements of Experiences

Objectives: The purpose of this study was to examine the relationship between exercise experiences (perceptions of competence, perceived exertion, acute affective responses to exercise) and affective attitudes toward exercise. This relationship was analyzed in a non-laboratory setting during a 13-weeks exercise program. Materials and Methods: 56 women and 49 men (aged 35–65 years; Mage = 50.0 years; SD = 8.2 years) took part in the longitudinal study. Affective responses to exercise (affective valence, positive activation, calmness) as well as perceptions of competence and perceived exertion were measured at the beginning, during, and end of three exercise sessions within the 13-weeks exercise program. Affective attitude toward exercise were measured before and at the end of the exercise program. A two-level path analysis was conducted. The direct and indirect effects of exercise experiences on changes in affective attitude were analyzed on the between-person level: firstly, it was tested whether perceptions of competence and perceived exertion directly relate to changes in affective attitude. Secondly, it was assessed whether perceptions of competence and perceived exertion indirectly relate to changes in affective attitudes—imparted via the affective response during exercise. Results and Conclusion: At the between-person level, a direct effect on changes in affective attitude was found for perceptions of competence (β = 0.24, p < 0.05). The model revealed one significant indirect pathway between perceived exertion and changes in affective attitude via positive activation: on average, the less strenuous people perceive physical exercise to be, the more awake they will feel during exercise (β = -0.57, p < 0.05). Those people with higher average levels of positive activation during exercise exhibit more improvements in affective attitudes toward exercise from the beginning to the end of the 13-weeks exercise program (β = 0.24, p < 0.05). Main study results have revealed that in situ experiences predicted changes in affective attitude during multi-week exercise programs. These relevant in situ experiences encompass cognitive factors, the sensation of interoceptive cues, and affective responses to exercise. Considering the predictive role of affective attitudes for exercise behavior, these findings suggest that exercise interventions should put greater emphasis on specific exercise experiences.

Holistic Patterns as an Instrument for Predicting the Performance of Promising Young Soccer Players – A 3-Years Longitudinal Study

Multidimensional and dynamic talent models represent the current state of the art, but these demands have hardly ever been implemented so far. One reason for this could be the methodological problems associated with these requirements. This paper will present a proposal for dealing with this, namely for examining the development of young soccer players holistically. The patterns formed by the constructs net hope, motor abilities, technical skills and biological maturity were examined, as well as the way in which these holistic patterns are related to subsequent sporting success. 119 young elite soccer players were questioned and tested three times at intervals of 1 year, beginning at the age of 12. At the age of 15, the level of performance reached by the players was determined. At all three measuring points, four patterns were identified, which displayed partial structural and high individual stability. The highly skilled players, scoring above average on all factors – but not necessarily those having the highest overall scores – were significantly more likely to advance to the highest level of performance. Failure-fearing fit players, i.e., physically strong, early developed players but with some technical weaknesses, have good chances of reaching the middle performance level. In contrast, none of the achievement-oriented, highly skilled, late-matured or late-matured, low skilled players reached the highest performance level. The results indicate the importance of holistic approaches for predicting performance among promising soccer talents in the medium-term and thus provide valuable clues for their selection and promotion.

The Motor Subsystem as a Predictor of Success in Young Football Talents: A Person-Oriented Study.

Motor tests play a key role in talent selection in football. However, individual motor tests only focus on specific areas of a player’s complex performance. To evaluate his or her overall performance during a game, the current study takes a holistic perspective and uses a person-oriented approach. In this approach, several factors are viewed together as a system, whose state is analysed longitudinally. Based on this idea, six motor tests were aggregated to form the Motor Function subsystem. 104 young, top-level, male football talents were tested three times (2011, 2012, 2013; Mage, t2011 = 12.26, SD = 0.29), and their overall level of performance was determined one year later (2014). The data were analysed using the LICUR method, a pattern-analytical procedure for person-oriented approaches. At all three measuring points, four patterns could be identified, which remained stable over time. One of the patterns found at the third measuring point identified more subsequently successful players than random selection would. This pattern is characterised by above-average, but not necessarily the best, performance on the tests. Developmental paths along structurally stable patterns that occur more often than predicted by chance indicate that the Motor Function subsystem is a viable means of forecasting in the age range of 12–15 years. Above-average, though not necessary outstanding, performance both on fitness and technical tests appears to be particularly promising. These findings underscore the view that a holistic perspective may be profitable in talent selection.

The effect of acute cognitively engaging physical activity breaks on children’s executive functions: Too much of a good thing?

Objectives: Acute bouts of physical activity may have an impact on childrens executive functions. However, the role played by cognitive engagement (CE) during physical activity remains unclear. Therefore, the aim of the study was to disentangle the separate and/or combined effects of physical exertion (PE) and CE, induced by classroom‐based physical activity, on childrens executive functions. Design: In a 2 × 2 between‐subjects experimental design, 216 children (Mage = 7.94, SD = 0.44, 49.1% girls) were randomly assigned to one of four conditions consisting of a classroom‐based physical activity intervention varying in both physical exertion (high PE vs. low PE) and cognitive engagement (high CE vs. low CE). Methods: Executive functions (updating, inhibition, shifting) were measured before and immediately after a 20‐min intervention. To test whether a potential change in childrens executive functions was due to the main effect of PE or CE or an interaction of both, three separate ANCOVAs were conducted. Results: Contrary to the hypotheses, there was a significant, negative effect for the CE factor in shifting. No effects were found in either updating or inhibition. No significant effects were found for either the PE factor or the interaction of PE and CE in any of the executive functions. Conclusions: The results indicate that an acute bout of CE in classroom‐based physical activity may deteriorate childrens cognitive performance. These surprising results are discussed in the light of theories predicting both facilitating and deteriorating effects of cognitively engaging physical activity. HighlightsThe role played by cognitive engagement during acute PA remains unclear.Four different types of classroom‐based PA breaks were systematically compared.A negative effect for the factor cognitive engagement was found.The duration, depending on the specific PA type, should be adapted in terms of age.