Department of Physical Education, College of Education, Zhejiang University, Hangzhou, China.
Hangzhou College of Early Childhood Teacher Education, Zhejiang Normal University, Hangzhou, China.
Biomed Res Int. 2018 May 10;2018:2712803. doi: 10.1155/2018/2712803. eCollection 2018.
The study investigated the effect of mini-trampoline physical activity on the development of executive functions (EF) in Chinese preschool children. Fifty-seven children aged 3-5 were randomly assigned to an intervention group ( = 29) and a control group ( = 28). The children in the intervention and control group had the same classes and care service in the preschool, but children in the intervention group had an extra 20 min of trampoline training after school for 5 school days per week in the 10-week intervention. Spatial conflict arrow (SCA), animal Go/NoGo (GNG), working memory span (WMS), and flexible item selection (FIS) were used to assess children's EF before and after the intervention. Results revealed that no significant differences emerged in the SCA, GNG, WMS, and FIS tests between two groups postintervention. Findings indicated that a 10-week trampoline PA training may not be sufficient to trigger the improvement of preschool children's EF. Future research with larger representative samples is warranted to discern the dose-response evidence in enhancing young children's EF through physical activity.
本研究调查了迷你蹦床体育活动对中国学龄前儿童执行功能（EF）发展的影响。57 名 3-5 岁的儿童被随机分配到干预组（n=29）和对照组（n=28）。干预组和对照组的儿童在幼儿园有相同的课程和护理服务，但干预组的儿童在 10 周的干预中，每周在放学后额外进行 20 分钟的蹦床训练，共 5 天。空间冲突箭头（SCA）、动物 Go/NoGo（GNG）、工作记忆广度（WMS）和灵活项目选择（FIS）用于评估干预前后儿童的 EF。结果显示，干预后两组儿童在 SCA、GNG、WMS 和 FIS 测试中均无显著差异。研究结果表明，10 周的蹦床 PA 训练可能不足以促使学龄前儿童 EF 的提高。未来需要更大的代表性样本的研究来辨别通过体育活动增强幼儿 EF 的剂量反应证据。
