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. 2020 Oct 6;238(12):2805–2818. doi: 10.1007/s00221-020-05933-5

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© The Author(s) 2020

Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

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Fig. 1 — Experimental protocol. Before (M1) and after (M2) the cognitive training, subjects underwent the TMS and cognitive tests. During the cognitive training, subjects were asked to document the amount of time spent revising as well as performing physical activity/sports per day. At the end of the cognitive training, a questionnaire was presented that collected information on revision and physical activity/sport habits, as well as on the subjectively perceived level of stress. Investigators performing the TMS and cognitive tests after cognitive training (M2) were blinded towards the results of the pre-structured diary and the questionnaire