Tan Fu-Miao, Yu Junhong, Goodwill Alicia M
School of Social Sciences, Department of Psychology, Nanyang Technological University, Singapore.
Physical Education and Sports Science Department, National Institute of Education, Nanyang Technological University, Singapore.
Dev Cogn Neurosci. 2025 Jan;71:101492. doi: 10.1016/j.dcn.2024.101492. Epub 2024 Dec 18.
Various psychosocial factors like collaboration inherent to team sports might provide a more dynamic environment for cognitive challenges that could foster enhanced neurocognitive development compared to individual sports. We investigated the impact of different organised sports on neurocognitive development in children (N = 11,878; aged 9-11) from the Adolescent Brain Cognitive Development (ABCD) study. Participants were classified into four categories based on their sports involvement at baseline and two years later: none, individual-based, team-based, or both. Cross-sectional and longitudinal analyses were conducted on 11 cognitive tests and neuroimaging metrics (i.e., resting-state functional connectivity and various grey matter (GM) and white matter (WM) measurements) between sport groups. A comparison between team and individual sports yielded no significant differences in cognitive measures at baseline and follow-up. Similarly, although WM microstructural differences were significant, the effect size was small. However, participation in any sport at baseline was associated with superior performance in various cognitive domains (i.e. inhibition, processing speed, and others), greater subcortical GM volume (i.e. cerebellum cortex, amygdala, hippocampus, and others), and whole-brain WM integrity compared to non-participants. Results suggest a positive association between organised sports participation, specifically individual and team-based sports, and neurocognitive development. However, further investigation is warranted to determine the nuanced effects of different sports on neurocognitive development.
与个人运动相比，团队运动中固有的协作等各种社会心理因素可能为认知挑战提供更具活力的环境，从而促进神经认知发展的增强。我们从青少年大脑认知发展（ABCD）研究中调查了不同有组织的运动对儿童（N = 11878；9 - 11岁）神经认知发展的影响。参与者根据其在基线和两年后的运动参与情况分为四类：无运动、个人运动、团队运动或两者皆有。对运动组之间的11项认知测试和神经影像学指标（即静息态功能连接以及各种灰质（GM）和白质（WM）测量）进行了横断面和纵向分析。团队运动和个人运动之间的比较在基线和随访时的认知测量中没有显著差异。同样，虽然白质微观结构差异显著，但效应量较小。然而，与不参与者相比，在基线时参与任何运动都与在各种认知领域（即抑制、处理速度等）的卓越表现、更大的皮质下灰质体积（即小脑皮质、杏仁核、海马体等）以及全脑白质完整性相关。结果表明有组织的运动参与，特别是个人运动和团队运动，与神经认知发展之间存在正相关。然而，有必要进一步研究以确定不同运动对神经认知发展的细微影响。
