不同運動時長對於動作學習效果的影響

背景與目的：有氧運動已被證實可有效促進動作學習，但對於最適當的運動時長尚無一致的定論。本研究欲探討不同運動時長對動作學習的留存及轉移表現之影響。方法：60位年輕人被隨機分成運動10、20及30分鐘組。受試者在第1天用左手進行序列反應時間任務的動作學習，練習後依其組別分別進行10、20或30分鐘的高強度間歇式腳踏車訓練。隔天，受試者回實驗室進行留存測試來評估動作學習之成效，接著以右手進行轉移測試評估記憶固化後肢體間之轉移效果。結果：3組受試者在練習時均有顯著進步，而留存測試則無顯著組間差異。轉移測試結果顯示10分鐘組的記憶固化後之轉移效果比20及30分鐘組佳。結論：本研究顯示10、20及30分鐘的高強度間歇式訓練對動作學習的留存測試上效果一致，但10分鐘的運動較有助於肢體間的轉移表現。臨床意義：本研究建議未來可於動作練習後給予10分鐘的高強度間歇有氧運動訓練，即可達到提升動作學習的效果亦可避免過度疲累而引發之後遺症。

關鍵字

動作學習；序列反應時間任務；有氧運動；運動時長

並列摘要

Background and Purpose: Motor learning is a process associated with practice or experiences leading to a relatively permanent behavior change. While various studies have shown that high-intensity aerobic exercise could enhance motor learning, the most suitable exercise duration is still under debate. Most studies employed 15-20 minutes of exercise, while some suggested exercising at least 30 minutes. No study has determined whether exercise less than 15 minutes could benefit motor learning. The goal of this study was to compare the effects of different exercise duration on motor learning. Methods: Sixty young adults were recruited and randomized into one of the 3 groups: 10-min, 20-min or 30-min group. On the first day, all subjects practiced a serial reaction time task (SRTT) with the left hand followed by performing aerobic exercise on a stationary bicycle. The duration of aerobic exercise was set at 10, 20, or 30 minutes of high intensity interval training (HIIT) for the 10-min, 20-min, and 30-min groups, respectively. The participants performed the retention test and transfer test of the SRTT on the second day. While the retention test was performed with the left hand, the transfer test was performed with the right hand. Forgetting and transfer scores were calculated to determine the learning and transfer effects, respectively. The significance level was set at p ＜ 0.05. Results: The 3 groups improved significantly after practice on the first day. The forgetting score showed no significant group differences. A significant group main effect was observed on the transfer test. The 10-min group had significantly better transfer than the other 2 groups. Conclusion: The findings of this study showed that different exercise duration after motor learning induced similar learning effects. Ten minutes, compared to 20 or 30 minutes, of aerobic exercise seemed to be more beneficial for inter-limb transfer. Clinical Relevance: Based on the results, it is recommended that 10 minutes of HIIT after motor learning may be sufficient for participants to retain learned motor skill and facilitate the transfer performance. Furthermore, 10 minutes of aerobic exercise could avoid physical fatigue caused by excessive exercise.

並列關鍵字

Motor learning ； Serial time reaction task ； Aerobic exercise ； Exercise duration

國際替代計量

不同運動時長對於動作學習效果的影響

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