College of Medicine and Life Sciences, University of Aberdeen, Aberdeen, UK.
Dev Med Child Neurol. 2011 Jul;53(7):630-5. doi: 10.1111/j.1469-8749.2011.03954.x. Epub 2011 Mar 24.
We have previously demonstrated improved cognitive performance after a classroom-based exercise regime. In this study, we examined the reproducibility of this effect in a more socio-economically diverse sample and also investigated whether cognitive benefits of exercise were moderated by body mass index (BMI) or symptoms of attention-deficit-hyperactivity disorder (ADHD).
A crossover design trial (2 wks in duration) randomized 552 children (mean age 9 y 8 mo, SD 1 y 2 mo; range 8-12 y) by their school into two counterbalanced groups. Children were eligible to participate provided that they did not receive any additional support. One group received a classroom-based programme of physical exercise on week 1 and then no programme on week 2, and this order was reversed for the other group. Each week, all participants completed a cognitive test battery that was delivered in one part per day at the end of each school day.
On the cognitive tests, a significant interaction between counterbalance group and exercise was observed (p<0.001). Benefits occurred only for participants who exercised during the second week (mean improvement mean 3.85, standard error 1.39). Although test scores were affected by age, sex, and level of ADHD symptoms, the effect of exercise was not moderated by either these factors or BMI.
Exercise interventions have a positive effect (with variable magnitude) on cognitive performance, possibly by facilitating practice effects. These effects are not moderated by sex, ADHD symptom level, or BMI.
我们之前已经证明，课堂锻炼方案可以提高认知表现。在这项研究中，我们在一个更具社会经济多样性的样本中检验了这种效果的可重复性，并研究了运动对认知的益处是否受到体重指数（BMI）或注意力缺陷多动障碍（ADHD）症状的调节。
一项交叉设计试验（持续 2 周）通过学校将 552 名儿童（平均年龄 9 岁 8 个月，标准差 1 岁 2 个月；范围 8-12 岁）随机分为两组。只要儿童没有接受任何额外的支持，他们就有资格参加。一组在第一周接受课堂体育锻炼计划，然后在第二周不接受任何计划，而另一组则相反。每周，所有参与者都要完成一个认知测试套件，每天在学校结束时进行一部分测试。
在认知测试中，观察到平衡组和锻炼之间存在显著的交互作用（p<0.001）。只有在第二周进行锻炼的参与者才有收益（平均改善 3.85，标准误差 1.39）。尽管测试成绩受到年龄、性别和 ADHD 症状水平的影响，但锻炼的效果不受这些因素或 BMI 的调节。
锻炼干预对认知表现有积极影响（影响程度不同），可能通过促进练习效应来实现。这些效果不受性别、ADHD 症状水平或 BMI 的调节。
