IntroductionClassroom exercise breaks (CEB) are suggested to improve children’s executive function, attention and concentration in schools. However, the underlying mechanisms by which exercise improves cognition and the brain areas activated by CEB (i.e., such as brain oxygenation) are still unknown.Given the pressure on children to perform well academically and the induced high cognitive load, students might have difficulties maintaining focus and cognitive resources throughout the day. Therefore, exploring underlying mechanisms to restore cognitive resources are urgently needed. Answering this question will also create a significant practical impact on schools and education practice and policy.Project detailsThe present proposal aims to address the urgency of undercovering the underlying mechanisms by which CEB might improve cognitive performance in school-age children by using an interdisciplinary approach. The novelty of using a portable neuroimaging device (i.e., fNIRS) can be a significant advantage as it can be used in school settings compared to other traditional methods, often requiring lab visits (EEG/fMRI). Given this, we aim to advance the field by revealing underlying mechanisms of the ultimate benefit of CEB for children's executive function.Expected Outcomes:1. Underlying Mechanisms: This project will explore the specific neural pathways through which CEB improves executive function. By using fNIRS, we can identify brain regions activated during CEB and how they might relate to improved executive function.2. Evidence-Based Practice: This project aims to identify the optimal CEB characteristics (duration, intensity, exercise type) for maximising children's cognitive benefits. By establishing these, we can promote wider adoption of CEB in schools, potentially leading to improved learning environments/academic performance.3. Teacher Training/Resources: We will inform the development of teacher training materials/resources that emphasise the importance and benefits of incorporating CEB into daily classroom routines.FundingTuition fees and bursaryBenefitsThe successful candidate will receive comprehensive research training including technical, personal and professional skills. All researchers at Coventry University (from PhD to Professor) are part of the Doctoral Researcher College and Research Development Team, which provides support with high-quality training and career development activities.Entry requirementsA minimum of a 2:1 first degree in a relevant discipline/subject area with a minimum 60% mark in the project element or equivalent with a minimum 60% overall module average.PLUSThe potential to engage in innovative research and to complete the PhD within 3.5 years.A minimum of English language proficiency (IELTS academic overall minimum score of 7.0 with a minimum of 6.5 in each component).Additional requirements:Recognising the interdisciplinary nature of this proposal, care will be needed to recruit a candidate who has the potential to develop track record in this kind of work. For that reason, we will use a multi-armed and multi-modal recruitment strategy to ensure we access a diverse range. This will include activities in the selection criteria that go beyond simple interview, such as a presentation on how the candidate would approach this topic, targeted at an understanding the candidate’s knowledge and potential to explore the CEB effects on cognition. An individual with a background in sports psychology, sports science or similar background, for example, would have existing knowledge on multiple aspects in this project. The PGR will work through three phases of progression milestones over three years to achieve outcomes needed for the award of PhD.How to applyTo find out more about the project, please contact Dr Ricardo Martins: [email protected] All applications require full supporting documentation, a covering letter, plus a 2000-word supporting statement showing how the applicant’s expertise and interests are relevant to the project.