Ma Jasmin K, Le Mare Lucy, Gurd Brendon J
School of Kinesiology and Health Studies, Queen's University, Kingston, ON K7L 3N6, Canada.
Appl Physiol Nutr Metab. 2015 Mar;40(3):238-44. doi: 10.1139/apnm-2014-0309. Epub 2014 Nov 10.
The amount of time allocated to physical activity in schools is declining. Time-efficient physical activity solutions that demonstrate their impact on academic achievement-related outcomes are needed to prioritize physical activity within the school curricula. "FUNtervals" are 4-min, high-intensity interval activities that use whole-body actions to complement a storyline. The purpose of this study was to (i) explore whether FUNtervals can improve selective attention, an executive function posited to be essential for learning and academic success; and (ii) examine whether this relationship is predicted by students' classroom off-task behaviour. Seven grade 3-5 classes (n = 88) were exposed to a single-group, repeated cross-over design where each student's selective attention was compared between no-activity and FUNtervals days. In week 1, students were familiarized with the d2 test of attention and FUNterval activities, and baseline off-task behaviour was observed. In both weeks 2 and 3 students completed the d2 test of attention following either a FUNterval break or a no-activity break. The order of these breaks was randomized and counterbalanced between weeks. Neither motor nor passive off-task behaviour predicted changes in selective attention following FUNtervals; however, a weak relationship was observed for verbal off-task behaviour and improvements in d2 test performance. More importantly, students made fewer errors during the d2 test following FUNtervals. In supporting the priority of physical activity inclusion within schools, FUNtervals, a time efficient and easily implemented physical activity break, can improve selective attention in 9- to 11-year olds.
学校分配给体育活动的时间正在减少。需要有能证明对学业成绩相关成果有影响的高效体育活动解决方案，以便在学校课程中优先安排体育活动。“趣味间歇活动”是4分钟的高强度间歇活动，利用全身动作来配合一个故事情节。本研究的目的是：（i）探究趣味间歇活动是否能提高选择性注意力，这是一种对学习和学业成功至关重要的执行功能；（ii）检验这种关系是否由学生在课堂上的不专注行为所预测。七个三至五年级班级（n = 88）采用单组重复交叉设计，比较每个学生在无活动日和趣味间歇活动日的选择性注意力。在第1周，学生熟悉了注意力的d2测试和趣味间歇活动，并观察了基线不专注行为。在第2周和第3周，学生在进行趣味间歇活动休息或无活动休息后都完成了注意力的d2测试。这些休息的顺序是随机的，且在两周之间进行了平衡处理。无论是运动性还是被动性的不专注行为都不能预测趣味间歇活动后选择性注意力的变化；然而，观察到言语不专注行为与d2测试表现的改善之间存在微弱的关系。更重要的是，学生在趣味间歇活动后的d2测试中出错更少。为了支持在学校中优先开展体育活动，趣味间歇活动这种高效且易于实施的体育活动休息方式，可以提高9至11岁儿童的选择性注意力。
