- 期刊
傳統與叢集阻力訓練對大學生運動能力、認知表現與體育學習成效的影響
Effect of Traditional-Set and Cluster-Set Resistance Training on Exercise Capacity, Cognitive Performance, and Learning of Physical Education in College Students
摘要
傳統阻力訓練（traditional-set resistance training, TRT）在大學裡是受歡迎的課程，然而阻力訓練的方式有多種選擇，因此，我們想瞭解新的叢集阻力訓練（cluster-set resistance training, CRT），是否能融入大學體育課程中並吸引學生參與阻力運動。本研究目的在探討8週TRT與CRT對大學生之身體組成、運動能力、認知表現與體育學習成效的影響。30名選修初級肌肉適能課程的大學生透過配對分至TRT組（n=15）或CRT組（n=15）。8週訓練前與訓練後測量受試者的身體組成、自覺運動強度量表（rating of perceived exertion, RPE）、運動能力（蹲踞跳、下蹲跳、仰臥推舉與後蹲舉之最大肌力[one repetition maximum, 1-RM]）以及Stroop字色測驗。受試者於8週訓練後填寫體育學習成效問卷。研究結果顯示：與訓練前相比，CRT組顯著增加下蹲跳的跳躍高度、騰空時間與速度。而Stroop字色測驗，TRT組與CRT組經訓練後皆改善這些認知功能。CRT組在專注力表現的變化率明顯高於TRT組，但TRT組與CRT組相比之下，在抑制控制能力未達顯著差異。除此之外，TRT與CRT兩組之間的身體組成、RPE、後蹲舉與仰臥推舉的1-RM表現，以及體育學習成效結果無顯著不同。本研究結論認為8週的TRT與CRT在身體組成、RPE、1-RM、蹲踞跳表現以及體育學習成效的訓練效果一致，然而CRT展現出更好的下蹲跳能力與認知功能的專注力表現，可考慮將CRT列入大學生的體育課程中。
並列摘要
Training-set resistance training (TRT) is a popular course in universities. This study attempted to understand the new cluster-set resistance training (CRT), and whether it can be integrated into the university physical education course to attract students' participation in resistance exercises. The purpose of this study was to investigate the effect of eight-week TRT and CRT intervention on body composition, exercise capacities, cognitive performance, and learning abilities of physical education in college students. Thirty college students, who studied basic muscular fitness lessons, were recruited and separated to perform TRT (n = 15) or CRT (n = 15) programs in a match-paired design. The outcomes of body composition, the rating of perceived exertion (RPE), exercise capacities (squat jump, countermovement jump, one-repetition maximum [1-RM] bench press and back squat), and cognitive performance (Stroop color and word test) were measured before and after eight-week training. Participants responded to a questionnaire on the learning effect of physical education (LEPE) after eight-week training. Results showed that compared with TRT, CRT intervention significantly increased jump height, flight time, and velocity by 26.9%, 12.3%, and 12.4%, respectively. Cognitive performances indices, the Stroop color and word test were significantly improved in both TRT and CRT groups after eight-week. The percentage of change for attention response was significantly higher in the CRT compared with the TRT. However, no significant difference was found between TRT and CRT in the inhibitory control. Moreover, body composition, RPE, 1-RM of back squat and bench press, and LEPE were not significantly different between TRT and CRT after intervention. In conclusion, the eight-week TRT and CRT have consistent training outcomes in body composition, RPE, LEPE, 1-RM, and squat jump performance. However, greater countermovement jump and attention performance of cognitive function were observed in CRT. These findings suggest that CRT may be considered to include in the physical education curriculum of college students.