37 The Effect of High-Intensity Interval Training (HIIT) on Motor Sequence Learning and Memory

Faculty Mentor: Geneviève Albouy (Health, Kinesiology, and Recreation, University of Utah)

Abstract

Previous research has demonstrated that physical exercise is beneficial for cognitive functioning. In this pilot study, we examined the specific effects of a highintensity interval training (HIIT) exercise intervention on the learning of a movement sequence and its subsequent consolidation into long-term memory. Young (18-35 years old), apparently healthy adults performed a bimanual serial reaction time task following a bout of high intensity cycling (exercise intervention) or a period of rest (control). The exercise intervention consists of alternating intervals of high (90-95% max HR) and low (50-75% max HR) intensity exercise on a stationary bike (17 minutes in total). Approximately 24 hours after the first session, participants were retested on the motor learning task, affording the assessment of motor memory consolidation. We hypothesized that the exercise intervention, as compared to the control condition, would enhance the acquisition and consolidation of the motor sequence. Preliminary results indicate that the HIIT intervention did not modulate the initial learning of a motor sequence. However, and in contrast to our hypothesis, the HIIT intervention appeared to interfere with memory consolidation processes, as evidenced by smaller offline changes in reaction time in 3 out of 4 HIIT participants. Besides contributing to the narrow selection of existing literature on this specific intervention and motor learning and memory consolidation, the result of this study provides further foundation for future research that will examine the specific neural mechanisms underlying the effects of exercise on learning and memory.