ABSTRACT VIEW
Log in
EFFECT OF MENTAL SUBTRACTION, DOTS AND NUMBER COMPARISON ON A SQUAT VERTICAL JUMP PERFORMANCE
E. Rached1, J. Khayat2, M. Naim3, A. Diab4, A. Pinti5, A. Rifai Sarraj3
1 Laboratory of Motor System, Handicap and Rehabilitation (MOHAR). Faculty of Public Health, Lebanese University. Beirut (LEBANON) / Laboratoire de Recherche Sociétés et Humanité (LARSH DeVisu). Université Polytechnique Hauts-De-France. Valenciennes (FRANCE)
2 School of Physical and Occupational Therapy. Faculty of Medicine and Health Sciences. McGill University. Montreal (CANADA)
3 Laboratory of Motor System, Handicap and Rehabilitation (MOHAR). Faculty of Public Health. Lebanese University. Beirut (LEBANON)
4 Signal Processing Research Group, Biomedical Engineering Department. Lebanese International University. Tripoli / Signal Processing Research Group, Biomedical Engineering Department. The International University of Beirut BIU (LEBANON)
5 Laboratoire de Recherche Sociétés et Humanité (LARSH DeVisu). Université Polytechnique Hauts-De-France. Valenciennes (FRANCE)
Background: From an early age, we encounter numbers in various forms, and both numerical cognition and motor movement preparation may share cortical processes, denoting embodied cognition experiences. Mental calculation tasks, which can influence bodily movements, involve either numerical or arithmetic tasks. Numerical tasks, such as magnitude comparison using Arabic digits and sets of dots, are used to assess different aspects of numerical processing and development.

Objective: This study aims to investigate the impact of cognitive tasks, such as mental subtraction or comparing two sets of dots or numbers, on squat vertical jump (SVJ) performance. The hypothesis is that engaging in these cognitive processes may enhance motor performance, potentially leading to an increase in vertical jump height.

Methods: Thirty-eight healthy participants were recruited and randomly assigned to a control group and an experimental group. Each participant in the experimental group completed three blocks of six SVJs, with inter-block rest intervals of three minutes. During the execution of the SVJ, participants were presented with stimuli that required them to perform either mental subtraction or compare two sets of dots or numbers. The performance metrics, particularly jump height, were measured using an Optojump Next® apparatus, for data collection.

Results: The analysis of the results revealed a statistically significant increase in the height of SVJs when participants engaged in number comparison and mental subtraction tasks, with no effect for dots comparison. The data elucidates the statistical significance of the findings, with a p-value of less than 0.05 (p<0.05), underscoring the positive impact of numerical cognitive engagement on motor performance.

Conclusion: This study highlights the positive effect of numerical and arithmetic tasks such as mental subtraction and number comparison on motor performance, specifically by increasing the height of SVJs. These findings suggest that integrating cognitive exercises with physical training may enhance physical performance and have potential implications for developing training programs that combine mental and physical conditioning.

Keywords: Motor Performance, physical education, cognitive stimuli, numerical cognition.