School of Health & Human Performance, Dublin City University, Ireland.
School of Health & Human Performance, Dublin City University, Ireland.
J Sci Med Sport. 2022 Nov;25(11):871-877. doi: 10.1016/j.jsams.2022.08.001. Epub 2022 Aug 4.
The literature suggests that there is a relationship between motor function and cognitive development however, few studies have explored the specific role of Functional Movement Skills on cognitive function. This research aimed to determine if Functional Movement Skills predict cognitive function, when accounting for confounding factors, in a sample of primary school children in Ireland.
Cross-sectional.
Sixty primary school children (51.7 % girls, age range 7-12 years, mean age 9.9 ± 1.28) were assessed in their Functional Movement Skill proficiency using the Test of Gross Motor Development-3rd Edition and a subtest of the Bruininks-Oseretsky Test of Motor Proficiency 2 Short Form (to assess balance). Participants also completed a series of cognitive tests which formed part of the Cambridge Neuropsychological Test Automated Battery.
A series of hierarchical regression analyses were conducted whilst controlling for covariates (Age; Gender; Socio Economic Status). Attention Switching, Reaction Time, and Emotional Recognition were found to be associated with Overall Functional Movement Skills (Locomotor, Object Control, Stability). Overall Functional Movement Skills significantly accounted for 4.7 % of the variance in Simple Reaction Time (ΔR = 0.032; p = 0.13) whilst Stability significantly accounted for 5.5 % (ΔR = 0.055; p = 0.04) and 12.9 % (ΔR = 0.129; p = 0.00) of the variance in Simple Reaction Time and Emotional Recognition, respectively, after controlling for covariates.
Overall Functional Movement Skills may be more related to reaction time than attention and spatial working memory, whilst stability may be more associated with emotional recognition. Further research is warranted. Greater comprehension of the impact of Functional Movement Skills on cognitive function in children can contribute to the development of more effective and efficient physical activity programmes, which can in turn contribute to and promote holistic child development.
文献表明，运动功能与认知发展之间存在关系，但很少有研究探讨功能性运动技能对认知功能的具体作用。本研究旨在确定在爱尔兰的小学生样本中，功能性运动技能是否可以预测认知功能，同时考虑混杂因素。
横断面研究。
对 60 名小学生（女生占 51.7%，年龄 7-12 岁，平均年龄 9.9±1.28 岁）进行了测试，使用《运动发育测试-第 3 版》评估他们的功能性运动技能熟练程度，以及《布鲁因克斯-奥塞尔斯基运动技能测试 2 短式》的一个子测试（评估平衡）。参与者还完成了一系列认知测试，这些测试是剑桥神经心理学测试自动化电池的一部分。
在控制协变量（年龄、性别、社会经济地位）的情况下，进行了一系列层次回归分析。注意转换、反应时间和情绪识别与总体功能性运动技能（移动、物体控制、稳定性）相关。总体功能性运动技能显著解释了简单反应时间的 4.7%的方差（ΔR=0.032；p=0.13），而稳定性则显著解释了简单反应时间和情绪识别的 5.5%（ΔR=0.055；p=0.04）和 12.9%（ΔR=0.129；p=0.00）的方差。
总体功能性运动技能可能与反应时间的关系比注意力和空间工作记忆更密切，而稳定性可能与情绪识别更相关。需要进一步研究。更深入地了解功能性运动技能对儿童认知功能的影响，可以促进更有效和高效的体育活动计划的制定，这反过来又可以促进和促进儿童的全面发展。
