Breaking up classroom sitting time with cognitively engaging physical activity: Behavioural and brain responses.

On the other hand, the effects of the simple intervention on O 2 Hb approached significance ( B = –3.20 × 10 −07 mol/L, 95% CI [-6.54 × 10 −07 , 0.15 × 10 −07 ], p = 0.061; simple intervention < control).

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There was a marginally significant negative change in O 2 Hb for the simple active break intervention only, but the current finding of a greater positive change in HHb for the cognitively engaging intervention carries the same meaning in terms of efficiency.

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