Atividade física e função cognitiva em adolescentes participantes de ações de extensão do IEFE/UFAL

Abstract

The benefits of physical activity are widespread these days. Researches research looking to analyze the relationship of exercise and physical activity with the functioning of the brain. Studies carried out with children and adolescents found that the constant practice of physical activity enhanced the functioning of some cognitive functions. Thus, this study aims to verify the association between physical activity and cognition in adolescents. Observational, cross-sectional study, which was carried out with adolescents (12 to 18 years old) participating in extension projects “Hebiatry” and “Football” carried out at the Institute of Physical Education and Sport (IEFE) of the Federal University of Alagoas (UFAL). The study was part of the macro-project entitled “Sport without borders: Prospective observational study of health indicators in children and adolescents”, which was approved by the UFAL ethics committee. Cognition (dependent dependent) was assessed by executive function, memory capacity and selective attention, using the following tests: 1) color selection test (Stroop Test) and 2) Wisconsin Card Classification Test (WCST). Physical activity (independent variable) was assessed using the Physical Activity Questionnaire for Elderly Children (PAC-C) questionnaire. Somatic maturation, cases of domestic violence and pre-peri and postnatal conditions were also evaluated as confounding variables. All assessments were carried out at the IEFE / UFAL, not against the shift in which patients study and during the training hours of project participants at UFAL. Data were descriptive and inferential (linear correlation and multiple regression tests) adopting p <0.05. Given the above, most adolescents were considered insufficiently active (n = 43, 89.6%). No relationships were found between physical activity and cognitive functions (executive function (0.573), memory (0.955) and selective attention (0.832)) elaborated in this study, as well as with the confounding variables. However, several studies have already associated positive results between cognition and physics, which can be of paramount importance, since the activity and the effects of body movement on brain functioning, consequently cause improvements in school performance.