Alberto Ruiz-Ariza

Influence of physical fitness on cognitive and academic performance in adolescents: A systematic review from 2005–2015

ABSTRACT Background: The aim of this systematic review was to investigate the association of different components of physical fitness on cognitive performance (CP) and academic performance (AP) in adolescents, taking into account potential confounders. Method: Studies were identified in four databases (Pubmed, SportDiscus, Web of Science, and ProQuest) from January 2005 through to January 2015. A total of 21 articles met the inclusion criteria. Results: 8 studies showed association between physical fitness and CP, and 11 studies with AP. Cardiorespiratory fitness, speed-agility, motor coordination, and perceptual-motor skill are the highest measures associated with CP and AP. However, the findings on strength and flexibility are unclear. Finally, 62% of the 21 studies used confounders. The most controlled confounder were socioeconomic status, fatness, pubertal status, sex, and age. Conclusion: Fitness is associated with higher CP and AP. More research is needed in order to understand the causes of the differential effect of physical fitness components on CP and AP.

Influencia del desplazamiento activo sobre la felicidad, el bienestar, la angustia psicológica y la imagen corporal en adolescentes

OBJECTIVE To analyse the association between active commuting to secondary school and indicators of psychological health in a sample of 1012 adolescents. METHOD Active commuting was assessed through a questionnaire, subjective happiness with the Subjective Happiness Scale, well-being and psychological distress with the General Well-Being Scale, and body shape was assessed using the short version of the Body Shape Questionnaire. RESULTS Adolescents who spent more than 15 minutes per day actively commuting to secondary school had higher levels of subjective happiness (p=0.032) and psychological well-being (p=0.021) and lower levels of psychological distress (p=0.021) than adolescents who spent 15 minutes or less per day. There were no differences in body shape between less and more active adolescents (p >0.05). CONCLUSION Active commuting to secondary school for more of 15 minutes per day is recommended because it is associated with higher levels of happiness and well-being in adolescents.

Association of bone mineral density with postural stability and the fear of falling in Spanish postmenopausal women

OBJECTIVE The purpose of our study was to investigate the relationship between bone mineral density (BMD) and postural stability and the fear of falling in a 50- to 65-year-old postmenopausal population. STUDY DESIGN A cross-sectional, observational study was conducted on 118 postmenopausal women. According to their BMD values, participants were divided into two groups: BMD>-2.0SD (n=95) and ≤-2.0SD (n=23). MAIN OUTCOME MEASURES Postural stability, assessed with a resistive multi-sensor platform, fear of falling (FoF) and the history of falls in the last 12 months were investigated. RESULTS Women with BMD≤-2.0SD reported a significantly increased FoF when compared to women with BMD>-2.0SD (P=0.024, η(2)=0.045, 1-β=0.624). In the postural stability analysis, the group with BMD≤-2.0SD showed, under the eyes-open condition, statistically significantly higher values for the velocity (VEO) (P=0.040, η(2)=0.037, 1-β=0.539) and the anteroposterior mean displacement of the center of pressure (YEO; P=0.017, η(2)=0.049, 1-β=0.669). No significant differences between groups were observed in the history of falls or in the rest of the stabilometric analyses. CONCLUSIONS In Spanish postmenopausal women under 65 years, a BMD≤-2.0SD is significantly associated with postural instability (elevated VEO and XEO) and an increased FoF, which are two highly influential factors in the risk of falling.

Comparison of the inflammatory and stress response between sprint interval swimming and running

The aim of the study was to compare myocellular damage, metabolic stress, and inflammatory responses as well as circulating sodium (Na+) and potassium (K+) between a single sprint swimming and running training. Eighteen subjects regularly involved in swimming and running training for at least 2 years were recruited. The subjects performed 8 × 30 seconds “all out” exercise on different days either by running or by swimming in a random order. Blood was collected before each training session, after the cessation of exercise (post) and after 2 hours of rest (2 hours). We then analyzed tumor necrosis factor alpha (TNF‐α), interleukin 10 (IL‐10), interleukin 6 (IL‐6), cortisol, creatine kinase MB isoform (CK‐MB), lactate dehydrogenase (LDH), K+, and Na+. Neither TNF‐α nor IL‐10 differed between swimming and running. Most of the subjects showed a non‐statistically significant increase of LDH and CK‐MB after swimming. On the other hand, IL‐6 (P < .05) and cortisol (P < .05) were significantly lower after 2 hours of swimming than after running. In addition, post‐exercise K+ was significantly lower (P < .001) for swimming than for running. Our results provide evidence of similar inflammatory responses between exercise modes but lower metabolic stress in response to swimming than in response to running.

Acute and chronic effect of physical activity on cognition and behaviour in young people with ADHD: A systematic review of intervention studies

BACKGROUND Young people with attention deficit hyperactivity disorder (ADHD) often have learning and behavioral control difficulties. AIM The aim of this review is analyse the acute and chronic effect of physical activity (PA) on the cognition and behaviour of children and adolescents with ADHD. METHODS Studies were identified in five databases (PubMed, SPORTDiscus, ProQuest, Web of Science, and SCOPUS), from January 2000 through to January 2017. A total of 16 interventional studies met the inclusion criteria. RESULTS/CONCLUSIONS PA practice of 20-30 min (intensity 40-75%) produces a positive acute effect on processing speed, working memory, planning and problem solving in young people with ADHD. However, these effects on behaviour are contradictory and vary depending on age. Chronic PA practice (≥30 min per day, ≥40% intensity, ≥three days per week, ≥five weeks) further improves attention, inhibition, emotional control, behaviour and motor control. The results must be treated with caution, because only 25% of the studies used confounders. IMPLICATION More research is needed to justify the causes of these effects. It is necessary to establish programs with regard to the duration, intensity, kind of exercise, and time of PA to improve cognition and behaviour in young people with ADHD taking into account potential confounders.

The effect of cooperative high-intensity interval training on creativity and emotional intelligence in secondary school

Evidence suggests that moderate physical activity (PA) positively relates to creativity and emotional intelligence (EI) in adolescents. However, it is unknown whether cooperative PA (physical exercises in pairs or small groups to enhance motivation, self-efficacy, and pro-social behaviours), performed over less time but at higher intensity, could have similar effects within a school setting. The aim was to analyse the effect of cooperative high-intensity interval training (C-HIIT) on creativity and EI in adolescents aged 12–16 years, and whether improvement effects are different according to weekly PA level. A randomised controlled trial was conducted with a control group (CG, n = 94), which did static stretching, and an experimental group (EG, n = 90), which performed C-HIIT. Both groups performed the activity during 16 minutes at the beginning of physical education (PE) classes. Creativity was assessed with one factor, and EI through four factors (well-being, self-control, emotionality, and sociability). Age and body mass index (BMI) were used as confounders. Both were measured twice (baseline and after 12 weeks). The EG increased well-being and sociability factors after the C-HIIT programme (both p < 0.001). More specifically, inactive adolescents in the EG showed significant improvements in comparison to the CG in creativity, well-being, and sociability (p = 0.028, p < 0.001, and p < 0.003, respectively). However, we did not find changes among active adolescents. A programme of C-HIIT in PE is a novel strategy to improve creativity and EI, especially in physically inactive adolescents. Starting PE classes with 16 minutes of C-HIIT could be recommended, independently of other activities planned for the session.