Institute for Physical Activity and Nutrition, Faculty of Health, Deakin University, Geelong, Victoria, Australia.
School of Health and Social Development, Faculty of Health, Deakin University, Geelong, Victoria, Australia.
J Intellect Disabil Res. 2021 May;65(5):464-488. doi: 10.1111/jir.12826. Epub 2021 Mar 15.
Classroom-based active breaks can help typically developing children reduce sitting, increase physical activity and improve cognitive functions and on-task behaviour. Yet, this strategy has not been tested in children with intellectual disability (ID) - a population who are insufficiently active. This study aimed to investigate the effects of a 5-week active breaks intervention on cognitive functions and on-task behaviour in schoolchildren with ID.
Twenty-four children, aged between 8 and 12 years (37.5% girls), were recruited. Children's cognitive functions (response inhibition, lapses of attention, interference and working memory) were measured at baseline and end of trial using computer-based tests. Sitting, standing and movement patterns were assessed with inclinometers, and on-task behaviour was directly observed in the classroom before and after active breaks, at baseline, mid-trial and end of trial. Linear mixed models were used to investigate the intervention effects on cognitive functions and sedentary patterns; generalised linear mixed models were used to analyse on-task behaviour data.
A significant time × group interaction was found for working memory favouring the intervention (B = 11.56, 95% confidence interval [1.92, 21.21]). No significant effects were found in relation to the other measures of children's cognition or on-task behaviour. Stepping time and bouts of sitting were positively affected.
Classroom-based active breaks can increase physical activity and reduce sedentary behaviour in children with ID and might also benefit their working memory. Further research is required to clarify the effects on cognition and to investigate whether this strategy has other benefits in this population.
课堂式主动休息可以帮助正常发育的儿童减少久坐时间，增加身体活动量，并改善认知功能和课堂注意力。然而，这种策略尚未在智力障碍（ID）儿童中进行测试——这是一个活动量不足的群体。本研究旨在调查为期 5 周的主动休息干预对 ID 儿童认知功能和课堂注意力的影响。
招募了 24 名 8 至 12 岁的儿童（37.5%为女孩）。使用基于计算机的测试，在基线和试验结束时测量儿童的认知功能（反应抑制、注意力不集中、干扰和工作记忆）。使用倾斜计评估坐姿、站立和运动模式，在基线、试验中期和试验结束时，直接在课堂上观察课堂注意力。使用线性混合模型研究干预对认知功能和久坐模式的影响；使用广义线性混合模型分析课堂注意力行为数据。
工作记忆方面发现了显著的时间×组交互作用，有利于干预（B=11.56，95%置信区间 [1.92, 21.21]）。儿童认知或课堂注意力行为的其他测量指标均未发现显著影响。踏步时间和久坐时间有显著增加。
课堂式主动休息可以增加 ID 儿童的身体活动量，减少久坐行为，并且可能有益于他们的工作记忆。需要进一步的研究来阐明对认知的影响，并调查这种策略在该人群中是否还有其他益处。
