Pedaling and schoolwork: Stability in academic performance, cognition, and neuroelectric function during moderate-intensity cycling in children

This study examined the effects of an acute bout of moderate-intensity cycling (20-min) on inhibitory control, academic achievement, and P3 event-related potential (ERP) in children. Participants (n = 22; aged 9-12) completed two counterbalanced laboratory cycling and seated rest sessions on separate days while wearing an EEG cap (64 Ag/AgCl electrodes). EEG data were recorded while performing the flanker task before, during, and after each condition. Participants also completed academic measures of fluency (word recognition, decoding, silent reading, and math) during cycling and seated rest. Results revealed no changes in reaction time or response accuracy for the flanker task across time and between conditions, and no changes in academic performance between cycling and seated rest. P3 ERP analyses revealed no change in amplitude, latency, or scalp topography, suggesting preserved attentional resource allocation and neural stability during and after dual-task performance. Together, children may be able to successfully accomplish academic responsibilities while exercising without behavioral or neurocognitive decrements to effectively meet task demands.