- 期刊
- Ahead-of-Print
協調性運動介入對孩童執行功能之立即與延續效果
The Immediate and Sustained Effects of Coordination Exercise Intervention on Executive Function in Children
摘要
緒論：先前研究已發現，健身運動介入對孩童執行功能有其正向影響，然過去多侷限於有氧健身運動型態，而對於協調性運動型態則鮮少了解。此外，過去研究主要探討健身運動介入後的立即效益，然對於其介入後的延續效益仍付之闕如。為此，本研究旨在探討協調性運動介入對孩童執行功能之立即與延續效果。方法：本研究以彰化市某國小的9－10歲學童作為實驗對象，隨機從單一年級中選取兩班作為實驗組與控制組。實驗組係以每週進行二次、每次50分鐘、為期十週的桌球運動訓練；控制組則維持原先自習規畫，無任何健身運動介入。本研究於前、後，及追蹤時間點（介入後一個月）進行威斯康辛卡片分類測驗之量測，該測驗主在量測個體問題解決、認知彈性、工作記憶，及注意力等面向。結果：相較於控制組，實驗組於立即時間點有較佳固執性反應及固執性錯誤表現，這結果代表了桌球運動介入可增進個體之問題解決及認知彈性。然而，在其他指標上（例如：非固執性錯誤、概念水準反應、完成分數總數、維持組數的失敗）則無顯著差異性，意味了協調性運動介入對孩童執行功能表現係有其擇選性。另外，本研究亦發現，兩組別在追蹤時間點無顯著差異性，該結果代表該正向效益仍有時效性。結論：本篇研究支持協調性運動介入對孩童執行功能有立即性效果，這延伸過去研究證據並進一步釐清桌球運動介入與孩童執行功能之關聯，而本研究結果期望能提供未來建立提升孩童執行功能之健身運動處方。
並列摘要
Introduction: Previous studies have found that exercise has positive effects on executive function in children. However, most studies have examined the effects of aerobic exercise, and little is currently known regarding the effects of coordination exercise. Furthermore, prior studies examining the effects of coordination exercise have been limited to immediate outcomes, with little exploration of sustained benefits. Therefore, the present study was conducted to investigate both the immediate and sustained effects of coordinated motor training on executive function in children. Method: Participants aged 9-10 years at an elementary school in Changhua were recruited and they were randomly allocated to exercise and control groups. The exercise group participated in 50-minute exercise sessions twice each week for 10 weeks. By contrast, the control group maintained normal routine activities. The Wisconsin Card Sorting Test was evaluated prior to the intervention (pre-test), immediately after the 10-week intervention (post-test), and one month after the intervention (follow-up). The Wisconsin Card Sorting Test mainly measures problem-solving, cognitive flexibility, working memory, and attention. Results: In the post-test examination, the exercise group showed improved perseverative response and perseverative errors compared with the control group, indicating immediate effects of coordination exercise on problem-solving and cognitive flexibility. However, no significant differences were observed for other indicators (non-perseverative error, conceptual level responses, number of categories completed, or failure to maintain set) between groups, indicating selective effects of coordination exercise on executive function. In addition, no significant differences between groups were observed for the follow-up examination, indicating that the positive benefits of coordination exercise are only maintained in the short term. Conclusion: The present study identified positive effects on executive function for coordination exercise, extending previous evidence to further clarify the relationship between coordination exercise and executive function in children. We expect these findings to provide a foundation for future exercise recommendations aimed at improving executive function in children.