主动休息干预对身体和认知表现的影响：来自 I-MOVE 研究的结果。

The effects of an active breaks intervention on physical and cognitive performance: results from the I-MOVE study.

机构信息

Department of Biomedical and Neuromotor Sciences, University of Bologna, 40126 Bologna, Italy.

Department of Life Quality Studies, University of Bologna, Campus of Rimini, 47921 Rimini, Italy.

出版信息

J Public Health (Oxf). 2023 Nov 29;45(4):919-929. doi: 10.1093/pubmed/fdad102.

DOI:10.1093/pubmed/fdad102

PMID:37403403

Abstract

BACKGROUND

The present quasi-experimental study aimed to evaluate the effects of active breaks intervention (ABs) to promote physical and cognitive improvement in primary school.

METHODS

The active breaks group (ABsG) performed 10 min of ABs three times per school day and the control group (CG) did normal lessons. The baseline and follow-up evaluation was conducted respectively in October 2019 and in May 2021. Cognitive performance was assessed using working memory test, physical performance was analyzed with ActiGraph accelerometers and physical fitness tests, quality of life was monitored using the Paediatric Quality of Life questionnaire (PedsQL) and classroom behavior was collected with an ad hoc questionnaire.

RESULTS

We enrolled 153 children (age: 7.61 ± 1.41, 54.2% males). Working memory significantly increased in the ABsG (ΔWM: 1.30 ± 1.17) than in CG (ΔWM: 0.96 ± 1.20). The 6 min Cooper test increased in the ABsG (Δ: 1.77 ± 136.03) but not in CG (Δ: -156.42 ± 187.53), P < 0.05. The weekly physical activity levels increased in both groups; however, the sedentary behavior significantly increased both in ABsG and CG. Children reported improvements in their quality of school life including feeling better in class and in school when using ABs; moreover, children improved their time on task behaviors in ABsG.

CONCLUSION

The present study has proven to be effective on children's physical and cognitive performance.

摘要

背景

本准实验研究旨在评估主动休息干预（ABs）对小学生身体和认知能力提升的效果。

方法

ABs 组（ABsG）在每天的课间休息期间进行 10 分钟的 ABs，对照组（CG）则进行正常课程。基线和随访评估分别于 2019 年 10 月和 2021 年 5 月进行。使用工作记忆测试评估认知表现，使用 ActiGraph 加速度计分析身体表现，使用儿科生活质量问卷（PedsQL）监测生活质量，使用专门的问卷收集课堂行为。

结果

我们共招募了 153 名儿童（年龄：7.61 ± 1.41，54.2%为男性）。ABsG 的工作记忆显著提高（ΔWM：1.30 ± 1.17），而 CG 则没有显著变化（ΔWM：0.96 ± 1.20）。ABsG 的 6 分钟库珀测试增加（Δ：1.77 ± 136.03），而 CG 则没有显著变化（Δ：-156.42 ± 187.53），P < 0.05。两组的每周身体活动水平均有所增加，但 ABsG 和 CG 的久坐行为均显著增加。儿童报告在使用 ABs 时，他们的学校生活质量有所提高，包括在课堂上和学校里感觉更好；此外，ABsG 中的儿童提高了他们的任务时间行为。