The facilitatory effect of aerobic exercise on brain functions has been verified for adults, but it is still an open question whether aerobic exercise contributes to the development of cognitive abilities in elementary school children. To examine this issue, in the present study, we conducted two experiments. In experiment 1, the facial expression discrimination ability was compared between the elementary school children who periodically participate in aerobic activities and those who don't, but no significant difference was obtained between these groups. In experiment 2, the relation between maximum oxygen uptake (VO₂max) and event-related potentials (ERPs) induced in Emotional Stroop task was analyzed. The results revealed a significant correlation between VO₂max and ERP component that presumably reflect face-specific processing. These results indicate the possibility that aerobic exercise influence elementary school children's cognitive abilities that promotes their adaptation to school environment.

DESCENTE SPORTS SCIENCE Vol.32/THE DESCENTE AND ISHIMOTO MEMORIAL FOUNDATION FOR THE PROMOTION SPORTS SCIENCE