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分散注意力与强度：运动课程对学校认知表现的重要性。

Distraction versus Intensity: The Importance of Exercise Classes for Cognitive Performance in School.

出版信息

Med Princ Pract. 2018;27(1):61-65. doi: 10.1159/000486281. Epub 2017 Dec 13.

DOI:10.1159/000486281
PMID:29237165
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC5968290/
Abstract

OBJECTIVE

The aim of this study was to compare the influence of a class of aerobic exercise and an art class on brain cortical activity and possible effects on cognitive performance.

SUBJECT AND METHODS

Electroencephalography was used to record the electrocortical activity of 16 schoolchildren (8-10 years old) before and after an aerobic exercise class and an art class. Performance in a standardized test of educational attainment (VERA-3) was assessed following both classes.

RESULTS

A significant decrease in cortical activity was detected in all 4 lobes after exercise but not after art classes (p < 0.05). No changes in cognitive performance were observed after exercise and art classes.

CONCLUSION

In this study, cortical activity was reduced after an exercise class but no effect on cognitive performance was observed. Hence, the neurophysiological effect of exercise should be further evaluated regarding different kinds of cognitive performance: creativity, knowledge acquisition as well as the outlasting effects of exercise on academic achievement.

摘要

目的

本研究旨在比较有氧锻炼课和艺术课对大脑皮质活动的影响，以及对认知表现的可能影响。

受试者和方法

本研究使用脑电图记录 16 名 8-10 岁学童在有氧锻炼课和艺术课前后的脑电活动。在两节课后，使用标准化的教育成就测试（VERA-3）评估他们的表现。

结果

运动后所有 4 个脑叶的皮质活动都明显下降，但艺术课后没有变化（p<0.05）。运动和艺术课后，认知表现没有变化。

结论

在本研究中，运动后皮质活动减少，但认知表现没有变化。因此，应进一步评估运动的神经生理学效应，以了解不同类型的认知表现：创造力、知识获取以及运动对学业成绩的持久影响。