Acute Effects of Aerobic versus Resistance Exercises on Cognitive Function in Individuals with Intellectual Disability

Autor/inn/en	Borji, Rihab; Affes, Sana; Zarrouk, Nidhal; Sahli, Sonia; Rebai, Haithem
Titel	Acute Effects of Aerobic versus Resistance Exercises on Cognitive Function in Individuals with Intellectual Disability
Quelle	In: Journal of Applied Research in Intellectual Disabilities, 36 (2023) 1, S.106-115 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Borji, Rihab) ORCID (Affes, Sana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2322
DOI	10.1111/jar.13039
Schlagwörter	Exercise; Human Body; Intellectual Disability; Reaction Time; Short Term Memory; Informed Consent; Cognitive Processes + Suchen Sie Ihr Suchwort? Übung; Menschlicher Körper; Intellect; Disability; Disabilities; Verstand; Behinderung; Reaktionsvermögen; Kurzzeitgedächtnis; Cognitive process; Kognitiver Prozess
Abstract	Background: This study compared the acute effects of aerobic (AE) and resistance (RE) exercise on reaction time (RT) and working memory (WM) in individuals with intellectual disability. Methods: RT tests and Corsi test for WM were performed before and after three intervention sessions: AE, RE, or control session consisting on watching video. Results: The RT values decreased significantly (p < 0.001) after both of AE and RE with higher extend after the RE but did not vary following the control session. Corsi scores increased significantly (p < 0.001) after AE but not after RE or control session. Conclusions: These findings suggest that the effects of acute exercise on cognitive function in individuals with intellectual disability depend on the exercise mode as well as the nature of the cognitive task. The RE seems to be more recommended for RT enhancement whereas only the aerobic one could improve WM in these individuals. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01