Exercise duration may influence the acute effects on cognition. However, only one study to date has explored the dose-response relationship between exercise duration and cognition in adolescents. Thus, the purpose of this study was to investigate the effect of differing durations of high-intensity intermittent running on cognition in adolescents. Thirty-eight adolescents (23 girls) completed three trials separated by 7 d: 30 min exercise, 60 min exercise, and rest; in a randomised crossover design. The exercise was a modified version of the Loughborough Intermittent Shuttle Test (LIST), which elicited high-intensity intermittent exercise. Cognitive function tests (Stroop test, Sternberg paradigm, Flanker task) were completed 30 min pre, immediately post, and 45 min post exercise. Response times on the incongruent level of the Flanker task improved to a greater extent 45 min following the 30 min LIST, compared to rest (p = 0.009). Moreover, response times improved to a greater extent on the three-item level of Sternberg paradigm 45 min following the 30 min LIST, compared to the 60 min LIST (p = 0.002) and rest (p = 0.013), as well as on the five-item level 45 min following the 30 min LIST, compared to the 60 min LIST (p = 0.002). In conclusion, acute exercise enhanced subsequent cognition in adolescents, but overall, 30 min of high-intensity intermittent running is more favourable to adolescents’ cognition, compared to 60 min.

Understanding the lived experience of communities of people who are most affected by health inequalities has become a key focus of public health research. In this context, researchers are increasingly using creative (or arts-based) methods, but there is limited understanding about how best to facilitate these methods to qualitative inquiry that illuminate lived experience and the values that underpin this approach. This paper reports the reflections of researchers who used creative facilitation (a set of tools) in workshops, as part of a research project, which explored how children and families across England, living in poverty, experience the school holidays, including leisure during school holidays. Two professional creative facilitators delivered a two-day training course for the research team in advance of the workshops. Following the workshops, the researchers and facilitators took part in focus groups and a survey which captured their reflections on using creative facilitation. Creative facilitation was deemed to generate new insights on school holiday experiences, providing a greater depth of nuance and understanding and more meaningful and person-centred data. Three key aspects of creative facilitation were identified. First, creating a welcoming research environment, underpinned by positive relationships, where there is trust and an authentic focus on participant choice, comfort, value, empowerment, inclusion and diversity. Second, promoting unconditional positive regard and an ethics of care; the tension between adhering to ethics procedures at the start of the workshop when trying to create a welcoming environment was highlighted as a significant challenge. Third, being adaptive and responsive during the session; the level of flexibility needed during the workshops was challenging, and sometimes uncomfortable, for researchers. Researchers reflected that further experience, ongoing support, and rethinking the ‘scaffolding’ of their approach, would develop their capability in the longer term. We offer suggestions for future activity around creative facilitation for public health research.