ORIGINAL PAPER
“HIITing” executive function in pregnancy: effects of prenatal high-intensity interval training on cognitive control – a randomized controlled trial
1
WSB Merito University in Gdansk, Gdansk, Poland
2
University of Gdansk, Gdansk, Poland
3
Gdansk University of Physical Education, Gdansk, Poland
Submission date: 2026-02-08
Final revision date: 2026-04-15
Acceptance date: 2026-04-22
Online publication date: 2026-06-10
KEYWORDS
pregnancyphysical activitypsychological factorscognitive controlhigh-intensity interval training (HIIT)
TOPICS
ABSTRACT
Background:
Pregnancy involves dynamic neuropsychological changes, particularly in executive functions such as attention and cognitive control. Although physical activity is known to support cognitive and emotional health, the effects of high-intensity interval training (HIIT) on objective cognitive functioning during pregnancy remain unclear. This study examined whether supervised prenatal HIIT influences executive functioning and explored the role of psychological and personality-related factors in cognitive performance.
Participants and procedure:
In this randomized controlled trial, 54 healthy pregnant participants with uncomplicated singleton pregnancies were as-signed to either an 8-week supervised prenatal HIIT programme or an educational intervention focused on healthy lifestyle and moderate-to-vigorous physical activity (MVPA). Executive functioning was assessed before and after the intervention using the Stroop Colour–Word Test. Psychological well-being, depression, fear of childbirth, health-related quality of life, optimism, and personality traits were also measured.
Results:
Post-intervention between-group differences in Stroop interference indices were limited; however, the HIIT group demon-strated superior performance in reading-related processing efficiency under congruent conditions. Within-group analyses indicated improvements in executive functioning in both groups. The HIIT group showed broader gains in processing speed, accuracy, and overall task efficiency, while the educational group exhibited greater reductions in interference-related out-comes. Personality traits and psychological variables, including depression, fear of childbirth, and perceived health, signifi-cantly predicted cognitive performance.
Conclusions:
Both prenatal HIIT and educational interventions were associated with improvements in executive functioning during preg-nancy, albeit with distinct cognitive profiles. HIIT appeared to support global cognitive efficiency, whereas educational inter-vention was associated with reduced cognitive interference. Psychological and dispositional factors substantially influenced cognitive outcomes, highlighting the importance of individual differences in prenatal intervention research.
Pregnancy involves dynamic neuropsychological changes, particularly in executive functions such as attention and cognitive control. Although physical activity is known to support cognitive and emotional health, the effects of high-intensity interval training (HIIT) on objective cognitive functioning during pregnancy remain unclear. This study examined whether supervised prenatal HIIT influences executive functioning and explored the role of psychological and personality-related factors in cognitive performance.
Participants and procedure:
In this randomized controlled trial, 54 healthy pregnant participants with uncomplicated singleton pregnancies were as-signed to either an 8-week supervised prenatal HIIT programme or an educational intervention focused on healthy lifestyle and moderate-to-vigorous physical activity (MVPA). Executive functioning was assessed before and after the intervention using the Stroop Colour–Word Test. Psychological well-being, depression, fear of childbirth, health-related quality of life, optimism, and personality traits were also measured.
Results:
Post-intervention between-group differences in Stroop interference indices were limited; however, the HIIT group demon-strated superior performance in reading-related processing efficiency under congruent conditions. Within-group analyses indicated improvements in executive functioning in both groups. The HIIT group showed broader gains in processing speed, accuracy, and overall task efficiency, while the educational group exhibited greater reductions in interference-related out-comes. Personality traits and psychological variables, including depression, fear of childbirth, and perceived health, signifi-cantly predicted cognitive performance.
Conclusions:
Both prenatal HIIT and educational interventions were associated with improvements in executive functioning during preg-nancy, albeit with distinct cognitive profiles. HIIT appeared to support global cognitive efficiency, whereas educational inter-vention was associated with reduced cognitive interference. Psychological and dispositional factors substantially influenced cognitive outcomes, highlighting the importance of individual differences in prenatal intervention research.
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