Distraction versus Intensity: The Importance of Exercise Classes for Cognitive Performance in School

Petra Wollseiffen, Tobias Vogt, Heiko K. Strüder, Stefan Schneider*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

4 Citations (Scopus)


Objective: The aim of this study was to compare the influence of a class of aerobic exercise and an art class on brain cortical activity and possible effects on cognitive performance. Subject and Methods: Electroencephalography was used to record the electrocortical activity of 16 schoolchildren (8-10 years old) before and after an aerobic exercise class and an art class. Performance in a standardized test of educational attainment (VERA-3) was assessed following both classes. Results: A significant decrease in cortical activity was detected in all 4 lobes after exercise but not after art classes (p < 0.05). No changes in cognitive performance were observed after exercise and art classes. Conclusion: In this study, cortical activity was reduced after an exercise class but no effect on cognitive performance was observed. Hence, the neurophysiological effect of exercise should be further evaluated regarding different kinds of cognitive performance: creativity, knowledge acquisition as well as the outlasting effects of exercise on academic achievement.

Original languageEnglish
Pages (from-to)61-65
Number of pages5
JournalMedical Principles and Practice
Issue number1
Publication statusPublished - 2018 Apr 1
Externally publishedYes


  • Cognitive function
  • Electroencephalography
  • Exercise and art classes

ASJC Scopus subject areas

  • General Medicine


Dive into the research topics of 'Distraction versus Intensity: The Importance of Exercise Classes for Cognitive Performance in School'. Together they form a unique fingerprint.

Cite this