Assessing the Effects of Aerobics Involvement on Memory, Attention, and Executive Function

Abstract

The objective of this research is to examine the impact of aerobic exercise on memory, attention, and executive function in a sample of university students from China. The study used a descriptive comparative correlational methodology, including a heterogeneous group of students from different academic fields and with varying levels of experience in aerobic exercises. Statistical tests such as the Mann-Whitney U, Kruskal-Wallis, and Spearman's rho correlation were used to evaluate the disparities and associations between aerobic participation and cognitive parameters. Findings suggest that consistent engagement in aerobic exercise is causally linked to enhancements in memory encoding, storage, and retrieval, as well as selective, sustained, and divided attention. Moreover, students indicated improved executive functions, such as cognitive flexibility, organizing and planning, problem-solving, and self-regulation. The research revealed notable disparities in cognitive function evaluations depending on gender, academic discipline, and duration of participation in aerobic exercise. Significantly, female students had superior test scores in some cognitive areas, and students who were engaged for more extended periods (3-5 years, 6-10 years, and more than ten years) showed more substantial improvements in executive functions. Therefore, the results indicate that aerobic exercise may be valuable for improving cognitive function in academic environments.