Introduction: Physical activity has numerous well-known benefits, in both physical and mental aspects. However, vigorous exercise in adults was found to hinder neurocognitive functions, mainly attention span, verbal memory and immediate memory. This effect has not yet been examined in children.
Aim: To measure the effect of maximal-intensity exercise on working memory, attention, verbal learning ability and immediate recall memory in children.
Methods: Twenty children and adolescents aged 13.1±2.4 years from both sexes underwent a graded cardiopulmonary exercise test to fatigue. The children completed a series of neurocognitive tests of memory and attention (digit-span; digit symbol substitution test; Rey auditory-verbal learning test) at three different time points: before, immediately after, and one hour following the exercise test.
Results: In all three tests, neurocognitive performance decreased significantly at the end of the exercise test as compared to baseline values, thus exhibiting a decrease in working memory, attention, verbal learning ability, and immediate recall memory. The only exception was digit span performance in boys, which was increased following exercise. Neurocognitive function normalized after one hour of rest.
Conclusion: Maximal-intensity exercise transiently hinders neurocognitive functions in children. This effect is important to all those engaged in pediatric physical activity and exercise, from athletes and trainers, to leisurely active children and physical education teachers. The decreased attention during vigorous exercise in children might even pose a safety issue.
