Arizona State University, Tempe, AZ, USA.
The University of Queensland, Brisbane, QLD, Australia.
Biomed Res Int. 2018 Feb 5;2018:8790283. doi: 10.1155/2018/8790283. eCollection 2018.
There have been calls to test the potential benefits of different forms of physical activity (PA) to executive function, particularly in authentic settings. Hence, the purpose of this study was to investigate the effect of an acute dance session within an existing physical education class on students' selective attention. The study employed a pre/posttest quasi-experimental design with a comparison group in one Aotearoa, New Zealand, primary school. Participants were 192 students (comparison group = 104 students) in Years 5 and 6. The intervention group participated in a dance-based physical education lesson while the comparison group continued their regular classroom work. PA during the physical education lesson was monitored using accelerometers. Selective attention was assessed at pretest and after the comparison/physical education sessions with the d2 Test of Attention. 2 × 2 ANOVA results suggested a significant time effect for all three measures, no significant group effects for any measures, and significant time by group interactions for TN and CP but not for %. The intervention group improved significantly more than the comparison group for TN and CP. This study's findings suggest that existing school opportunities focused on cognitively engaging PA, such as dance, can improve aspects of students' selective attention.
有人呼吁测试不同形式的体育活动（PA）对执行功能的潜在益处，特别是在真实环境中。因此，本研究旨在调查在现有的体育课中进行急性舞蹈课程对学生选择性注意的影响。该研究采用了新西兰一所小学的前后测准实验设计和对照组。参与者是 5 年级和 6 年级的 192 名学生（对照组=104 名学生）。干预组参加了基于舞蹈的体育课，而对照组则继续他们的常规课堂工作。使用加速度计监测体育课期间的 PA。在 d2 注意力测试中，在预测试和比较/体育课之后评估选择性注意。2×2 ANOVA 结果表明，所有三个测量指标的时间效应均显著，任何测量指标的组效应均不显著，TN 和 CP 的时间与组交互作用显著，但 % 的交互作用不显著。干预组在 TN 和 CP 上的改善明显优于对照组。本研究的结果表明，现有的以认知为重点的学校体育活动机会，如舞蹈，可以提高学生选择性注意的某些方面。
