A follow-up study on the effect of exercise intervention on the executive functions of typical primary students and language learning difficulties.

For the shifting function, the main effects of group and student type were significant ( p < 0.05); the time main effect was marginally significant ( p = 0.038, η 2 = 0.058); and all interaction effects were non-significant ( p > 0.05).

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At the mid-test (end of 5-week exercise intervention), a highly significant difference was found in the working memory function between the experimental and control groups of elementary students with Chinese language learning difficulties [ F (1, 89) = 34.89, p = 0.000<0.01], indicating that the 5-week exercise intervention positively impacted the working memory function o

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