Effect of Brain Gym Intervention on level of Academic Performance and Attention in Young Collegiate Adults: A Randomized Controlled Trial
概览
- 阶段
- 不适用
- 状态
- 尚未招募
- 发起方
- Galgotias University
- 入组人数
- 60
- 试验地点
- 1
- 主要终点
- Academic Performance: Academic Performance will be measured by using the Academic Performance Scale (APS) Attention: The Attention will be measured by using the Attention Control Scale (ACS) appears to be a reliable, valid self-report measure of attentional control
概览
简要总结
The pursuit of cognitive enhancement and academic success has led to an increased interest in movement-based interventions like Brain Gym, a program designed to stimulate neural pathways through simple physical exercises (Dennison & Dennison, 1989). Advocates of Brain Gym suggest that its structured movements can enhance cognitive functions, including attention, a crucial skill that facilitates learning, information retention, and academic performance (Ratey, 2008).
Sustained attention plays a pivotal role in academic success, allowing students to maintain focus over prolonged periods (Posner & Rothbart, 2007). Disruptions in attention can adversely affect comprehension, problem-solving, and overall academic outcomes. To evaluate the effects of Brain Gym on sustained attention, researchers have employed validated tools such as the Attention Control Scale, which provides a standardized measure of attentional regulation (Derryberry & Reed, 2002).
Academic performance, another key construct in this study, is influenced by cognitive abilities, behavioural engagement, and emotional factors (Zimmerman, 1990). Standardized academic performance scales serve as effective tools for assessing students’ achievements, enabling researchers to determine whether Brain Gym interventions contribute to measurable improvements (Pintrich & De Groot, 1990). While previous studies have explored physical movement and its effects on cognition, the specific impact of Brain Gym on both sustained attention and academic performance in collegiate young adults remains under-researched.
Aim: This study aims to find out the effect of Brain Gym exercises on academic performance and attention focusing and shifting in young collegiate adults.
Need for study: Provide empirical evidence on the effect of Brain Gym in improving attention and academic performance in college students.Explore the applicability of movement-based interventions within higher education institutions.Offer practical recommendations for incorporating Brain Gym into student wellness and academic support programs.
Objectives: To determine the effect of Brain Gym exercises on Academic performance and attention in collegiate young adults.
HYPOTHESIS
Alternative hypothesis: There will be a significant effect of Brain Gym exercises on academic performance and attention in collegiate young adults.
Null hypothesis: There will be no significant effect of Brain Gym exercises on academic performance and attention in collegiate young adults.
研究设计
- 研究类型
- Interventional
- 分配方式
- Coin toss, Lottery, toss of dice, shuffling cards etc
- 盲法
- Participant Blinded
入排标准
- 年龄范围
- 18.00 Year(s) 至 25.00 Year(s)（—）
- 性别
- All
入选标准
- •Participants must be collegiate young adults aged between 18 and 25 years.
- •Must be currently enrolled as full-time undergraduate students at a recognized university or college.
- •Must be willing to provide informed consent and commit to the full duration of the intervention on and evaluation process.
- •BMI: 18.5 to 24.9 Both male and female.
排除标准
- •Any history of trauma, fracture, or surgery past 6 months.
- •Any history of neurological disorder—stroke, and traumatic brain injury (TBI) past 6 months.
- •Any orthopedic disorder and deformities involving the lumbar spine, pelvis, and lower extremities past 6 months.
- •History of doing Brain GYM past 6 months.
- •Any history of migraine headache or diagnosed with a psychological condition, or having a history of neurosurgery or cognitive damage, or psychotropic medication.
结局指标
主要结局
Academic Performance: Academic Performance will be measured by using the Academic Performance Scale (APS) Attention: The Attention will be measured by using the Attention Control Scale (ACS) appears to be a reliable, valid self-report measure of attentional control
时间窗: Baseline and 4 weeks
次要结局
未报告次要终点
研究者
PriyankaGohere
Galgotias University