Hu Shunding, Shi Peng, Zhang Ziyun, Feng Xiaosu, Zhang Kai, Jin Teng
School of Physical Education, Liaoning Normal University, Dalian, China.
School of Physical Education, Shanghai University of Sport, Shanghai, China.
Front Hum Neurosci. 2025 Feb 4;18:1495371. doi: 10.3389/fnhum.2024.1495371. eCollection 2024.
The research on the intervention of open-skill exercise on the executive functions of children and adolescents still requires quantitative synthesis, and there is inconsistency in the effects of intervention by strategic and interceptive skills, which are sub-divided from open-skill exercise. Therefore, this study systematically explores the aforementioned issues and examines the potential moderating factors in the effects of open-skill exercise intervention on executive functions.
Computer searches of the CNKI, WOS, PubMed, ScienceDirect and SPORTDiscus databases were conducted. Two researchers independently screened the articles and extracted data, and used the bias risk assessment tool recommended by the Cochrane Collaboration Network and the Methodological Index for Non- Randomized Studies (MINORS) scale to assess included randomized controlled trials (RCTs) and quasi-experimental designs (QEDs). Statistical analyses were performed using Stata 16.0 software.
A total of 16 articles and 17 studies were included, comprising 11 RCTs and 6 QEDs. The participants were 1,298 children and adolescents aged 5 to 16. Open skill exercises have significant intervention effects ( < 0.01) on inhibitory control ( = -0.627, 95% = -0.890 to -0.363), working memory ( = -0.517, 95% = -0.768 to -0.266), and cognitive flexibility ( = -0.652, 95% = -1.085 to -0.219). The effects of strategic skill exercises are higher than those of interceptive skills, particularly in the dimension of inhibitory control ( = -0.707, 95% = -0.819 to -0.594, < 0.05). In addition, moderate-intensity and higher-frequency exercises overall have a more positive effect on promoting executive functions ( < 0.05); interventions of 6 to 10 weeks are more effective for working memory ( < 0.05), while 30-min sessions are the most effective for working memory ( < 0.05), and sessions lasting 75 to 120 min are the most effective for cognitive flexibility ( < 0.05). Open-skill exercise has a more positive impact on inhibitory control in the 5-9 age group and on working memory in the 10-16 age group ( < 0.05); open-skill exercise, especially, has a more positive intervention effect on inhibitory control in the Eastern group ( < 0.05). Both Egger linear regression analyses and literature sensitivity analyses suggested that the Meta-analysis results were stable and reliable.
Open-skill exercise has a positive intervention effect on executive functioning in children and adolescents, and strategic skill exercise interventions are more effective. In addition, the quantitative elements of exercise (intensity, frequency, and duration per session) and demographic factors (age and ethnicity) play a potential moderating role in this context. Based on this, it is recommended that children and adolescents choose more strategic open-skill exercises according to their actual situation and select appropriate quantitative exercise factors to maximize the enhancement of their executive functions.
https://www.crd.york.ac.uk/prospero/#myprospero, CRD42025636714.
关于开放技能练习对儿童和青少年执行功能的干预研究仍需要进行定量综合分析，并且从开放技能练习细分出来的策略性技能和拦截性技能的干预效果存在不一致性。因此，本研究系统地探讨上述问题，并考察开放技能练习干预对执行功能影响的潜在调节因素。
通过计算机检索中国知网、Web of Science（WOS）、PubMed、ScienceDirect和SPORTDiscus数据库。两名研究人员独立筛选文章并提取数据，使用Cochrane协作网推荐的偏倚风险评估工具和非随机研究方法学指数（MINORS）量表对纳入的随机对照试验（RCT）和准实验设计（QED）进行评估。使用Stata 16.0软件进行统计分析。
共纳入16篇文章和17项研究，其中包括11项RCT和6项QED。参与者为1298名5至16岁的儿童和青少年。开放技能练习对抑制控制（g=-0.627，95%CI=-0.890至-0.363）、工作记忆（g=-0.517，95%CI=-0.768至-0.266）和认知灵活性（g=-0.652，95%CI=-1.085至-0.219）有显著干预效果（P<0.01）。策略性技能练习的效果高于拦截性技能，尤其是在抑制控制维度（g=-0.707，95%CI=-0.819至-0.594，P<0.05）。此外，中等强度和较高频率的练习总体上对促进执行功能有更积极的影响（P<0.05）；6至10周的干预对工作记忆更有效（P<0.05），而30分钟的课程对工作记忆最有效（P<0.05），持续75至120分钟的课程对认知灵活性最有效（P<0.05）。开放技能练习对5至9岁年龄组的抑制控制和10至16岁年龄组的工作记忆有更积极的影响（P<0.05）；开放技能练习，特别是对东部组的抑制控制有更积极的干预效果（P<0.05）。Egger线性回归分析和文献敏感性分析均表明Meta分析结果稳定可靠。
开放技能练习对儿童和青少年的执行功能有积极的干预效果，且策略性技能练习干预更有效。此外，练习的定量因素（强度、频率和每次课程持续时间）和人口统计学因素（年龄和种族）在此背景下发挥潜在的调节作用。基于此，建议儿童和青少年根据实际情况选择更多策略性开放技能练习，并选择合适的定量练习因素，以最大程度增强其执行功能。
https://www.crd.york.ac.uk/prospero/#myprospero，CRD42025636714 。
