This mixed-methods project combines expertise in school-based physical activity and children’s learning; physical activity and (neuro)cognition; and physical activity self-regulation. The supervisory team of Dr Nicola McCullogh, Dr Gavin Tempest and Professor Florentina Hettinga offers experience in qualitative and quantitative methods required for psychological and physiological testing, and the successful student will be supported in conducting relevant and impactful research in school- and lab-based settings.
It is well-documented that engaging in physical activity (PA) leads to positive effects on health, wellbeing and cognition in children. Cognition is an adaptive set of mental skills that enable individuals to organise and remember information, and children with poor cognition show greater PA-induced improvements (e.g. Drollette et al., 2014). It is proposed that physiological factors (e.g. fitness, brain function) and psychological factors (e.g. the level of cognitive engagement involved in physical activities) underlie PA-induced improvements in cognition (Donnelly et al., 2016; Schmidt et al., 2015). In the context of PA, cognition is often assessed using specifically designed tests that measure discrete domains (e.g. working memory, inhibitory control). However, we do not know how these measures translate to learning or academic achievement. For example, if an acute bout of PA improves working memory, is that individual likely to do better academically? Therefore, the key goal of this project is to examine the psychological and physiological factors underlying PA-induced improvements in cognition to understand how these translate to learning and academic achievement.
The project aims to:
1. Identify the theoretical framework(s) underlying PA-induced changes in cognition and summarise the current findings in the PA literature (e.g. via meta-analysis);
2. Determine psychological, social and physiological factors associated with PA-induced changes in cognition through acute experimental manipulations (using neuroimaging and psycho-physiological testing);
3. Examine the link between PA-induced changes in cognition and academic achievement using qualitative and quantitative methods.
This work will consolidate current theoretical knowledge of the positive effects of PA on cognition in children, provide insight into the underlying factors associated with PA-induced improvements in cognition to understand who may benefit the most from PA, and identify the link between cognition and academic achievement.
For informal enquiries about the project, please contact Dr Nicola McCullogh ([Email Address Removed]).
Eligibility and How to Apply:
Please note eligibility requirement:
· Academic excellence of the proposed student i.e. 2:1 (or equivalent GPA from non-UK universities [preference for 1st class honours]); or a Masters (preference for Merit or above); or APEL evidence of substantial practitioner achievement.
· Appropriate IELTS score, if required.
· Applicants cannot apply for this funding if currently engaged in Doctoral study at Northumbria or elsewhere.
For further details of how to apply, entry requirements and the application form, see
https://www.northumbria.ac.uk/research/postgraduate-research-degrees/how-to-apply/
Please note: Applications that do not include a research proposal of approximately 1,000 words (not a copy of the advert), or that do not include the advert reference (e.g. RDF21/…) will not be considered.
Deadline for applications: 29 January 2021
Start Date: 1 October 2021
Northumbria University takes pride in, and values, the quality and diversity of our staff. We welcome applications from all members of the community.