Efeitos de uma sessão única de exercício físico na consolidação e persistência da aprendizagem de estudantes da educação básica

Abstract

Research carried out with rodents, including within our university, shows that several factors influence the consolidation and persistence of learning/memory, including the practice of physical exercise, including a single session. These studies demonstrated the fundamental role of catecholaminergic neurotransmission systems (dopaminergic and noradrenergic) activated by exercise. In this dissertation, we investigated the effects of physical exercise on learning (knowledge retention), self-perception of knowledge, and pre-test anxiety levels in adolescents. Furthermore, we analyzed the activation of the noradrenergic system through salivary alpha-amylase activity and salivary cortisol levels. Using an experimental design with a group undergoing a physical exercise (PE) session after a class and a group not undergoing PE (control), participants were evaluated at different time intervals (3h, 24h, and 7d) after the acquisition session (class). The results showed that PE facilitated knowledge retention in the test carried out 24 hours after the activity when these PE students performed better than those in the control group; however, the benefits were not maintained after 7 days. The perception of knowledge was also influenced by physical exercise, especially in the assessment carried out 7 days after the intervention. The PE group presented lower pre-test anxiety levels measurements in the 24h and 7 days tests. On the other hand, no significant differences were observed between groups or within groups in alpha-amylase levels. Salivary cortisol levels showed differences between groups at different times, with the PE group showing significant variations. Although physical exercise did not cause detectable changes in noradrenergic function, it modulated stress and anxiety levels and promoted improved learning 24 hours after acquisition. These findings suggest that physical exercise can improve knowledge retention and reduce pre-test anxiety, contributing to greater student safety about their knowledge and better academic performance.