Acute Effects of Moderate versus High-Intensity Strength Exercise on Attention and Mood States in Female Physical Education Students
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The presumed benefits of exercise/physical activity on the brain are an important public health issue. However, the experimental approach to understanding the effects of physical activity on the brain, and more particularly on cognitive functions, has only been studied recently. In particular, females remain underrepresented in the research, despite having a specific training/exercise adaptation/response. The aim of the present study was to examine the acute effects of high- and moderate-intensity strength exercise (3 sets of 8–10 repetitions and 3 sets of 6 repetitions, respectively, with each session lasting approximately 30 min) on attention and mood states in female physical education students. Forty-six female physical education students (Mage = 20.02 ± 1.05 years, MBody Mass Index = 21.07) volunteered to participate in this study. They were divided into three groups: a moderate-intensity strength exercise group (MISEG: n = 15), a high-intensity strength exercise group (HISEG: n = 16), and a control group (CG: n = 15). Attention and psychological states were assessed using the d2 test, Rating of Perceived Exertion (RPE) and the Brunel Mood Scale (BRUMS) questionnaire, respectively, before and after each session. The data showed that in the MISEG attention increased, in terms of concentration (p = 0.05). RPE values, fatigue and confusion were higher for the HISEG than the CG (p < 0.05) and the MISEG (p < 0.05). Vigour was higher for the MISEG than other groups (p < 0.05). In conclusion, moderate-intensity resistance exercise is an appropriate method to improve attention in female participants. The elevated cognitive performance may be due to the changes in RPE and mood states (fatigue, vigour and confusion subscales).
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it