Cognitive and typing outcomes measured simultaneously with slow treadmill walking or sitting: implications for treadmill desks

This study compared cognitive (attention, learning, and memory) and typing outcomes during slow treadmill walking or sitting. Seventy-five healthy individuals were randomly assigned to a treadmill walking group (n=37; 23 female) or sitting group (n=38; 17 female). The treadmill walking group complet...

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Bibliographic Details
Published in:PloS one 2015-04, Vol.10 (4), p.e0121309-e0121309
Main Authors: Larson, Michael J, LeCheminant, James D, Hill, Kyle, Carbine, Kaylie, Masterson, Travis, Christenson, Ed
Format: Article
Language:English
Subjects:
Adult
Attention - physiology
Chronic illnesses
Cognition & reasoning
Cognition - physiology
Cognitive ability
Comparative analysis
Exercise
Exercise equipment
Exercise Test - adverse effects
Female
Fitness equipment
Humans
Learning
Learning - physiology
Male
Memory
Mortality
Neurosciences
Obesity
Physical fitness
Psychology
Studies
Treadmills
Verbal learning
Walking
Walking - physiology
Work stations
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Summary:This study compared cognitive (attention, learning, and memory) and typing outcomes during slow treadmill walking or sitting. Seventy-five healthy individuals were randomly assigned to a treadmill walking group (n=37; 23 female) or sitting group (n=38; 17 female). The treadmill walking group completed a series of tests while walking at 1.5 mph. The sitting group performed the same tests while sitting at a standard desk. Tests performed by both groups included: the Rey Auditory Verbal Learning Test and a modified version of the Paced Auditory Serial Attention Test. In addition, typing performance was evaluated. Participants in the treadmill walking group performed worse on the Rey Auditory Verbal Learning Test for total learning than the sitting group; the main effect was significant (F(1,73)=4.75, p=0.03, ηp2=0.06); however, short- and long-delay recall performance did not differ between groups (p>0.05). For the Paced Auditory Serial Attention Test, total number of correct responses was lower in the treadmill walking group relative to the sitting group; the main effect was significant (F(1,73)=4.97, p=0.03, ηp2=0.06). The performance of both groups followed the same learning slope (Group x Trial interactions were not significant) for the Rey Auditory Verbal Learning Test and Paced Auditory Serial Attention Test. Individuals in the treadmill walking group performed significantly worse for all measures of typing (p
ISSN:1932-6203
1932-6203
DOI:10.1371/journal.pone.0121309