Hao Yanli, Kong Lingsong, Wang Xiaozan, Yu Xin
College of Education, Jiaxing University, Jiaxing, China.
College of Physical Education and Health, East China Normal University, Shanghai, China.
Sci Rep. 2025 May 25;15(1):18167. doi: 10.1038/s41598-025-01385-5.
Executive functions are critical for the cognitive and behavioral development of preschool children and are essential for their overall development. However, existing research has predominantly focused on school-aged children, with limited experimental evidence exploring how structured motor learning activities influence executive functions in preschool children. This study aimed to compare the effects of structured motor learning activities and outdoor free play on the executive functions of preschool children specifically working memory, cognitive flexibility, and inhibitory control. A randomized controlled trial was conducted with 80 preschool children aged 4-6, who were randomly assigned to an intervention group (n = 36) or a control group (n = 44). The intervention group participated in 30-minute structured motor learning sessions twice a week, over 12 weeks, while the control group engaged in same duration regular outdoor free play. Pre- and post-intervention executive functions were assessed using the EF-TOUCH. Multiple linear regression models were used to evaluate the effect of the intervention on executive functions. The intervention group demonstrated significant improvements (B = 0.20, 95% CI: 0.14-0.26) in working memory compared to the control group after controlling for pre-test score, age and gender. However, no significant effects were observed for inhibitory control (B=-0.07, 95% CI:-0.16-0.03) and cognitive flexibility (B=-0.03, 95% CI:-0.08-0.02). Structured motor learning intervention positively impacts preschool children's working memory but its effects on inhibitory control and cognitive flexibility remain limited. Integrating structured motor learning with outdoor free play in preschool curricula may support the development of executive functions. Future studies should examine the impact of varying frequency, duration, and intensity of structured motor learning activities to develop more effective interventions for enhancing cognitive development in preschool children.
执行功能对学龄前儿童的认知和行为发展至关重要，对他们的全面发展必不可少。然而，现有研究主要集中在学龄儿童，探索结构化运动学习活动如何影响学龄前儿童执行功能的实验证据有限。本研究旨在比较结构化运动学习活动和户外自由玩耍对学龄前儿童执行功能（具体为工作记忆、认知灵活性和抑制控制）的影响。对80名4至6岁的学龄前儿童进行了一项随机对照试验，他们被随机分配到干预组（n = 36）或对照组（n = 44）。干预组每周参加两次30分钟的结构化运动学习课程，持续12周，而对照组进行相同时长的常规户外自由玩耍。干预前后使用EF-TOUCH评估执行功能。使用多元线性回归模型评估干预对执行功能的影响。在控制了预测试分数、年龄和性别后，与对照组相比，干预组在工作记忆方面有显著改善（B = 0.20，95%可信区间：0.14 - 0.26）。然而，在抑制控制（B = -0.07，95%可信区间：-0.16 - 0.03）和认知灵活性（B = -0.03，95%可信区间：-0.08 - 0.02）方面未观察到显著影响。结构化运动学习干预对学龄前儿童的工作记忆有积极影响，但其对抑制控制和认知灵活性的影响仍然有限。将结构化运动学习与户外自由玩耍纳入学前课程可能有助于支持执行功能的发展。未来的研究应考察结构化运动学习活动的不同频率、持续时间和强度的影响，以开发更有效的干预措施来促进学龄前儿童的认知发展。
