Kurtoğlu Ahmet, Koca Mehmet Emek, Türkmen Musa, Çar Bekir, Eken Özgür, Setiewan Edi, Elkholi Safaa M
Department of Coaching Education, Faculty of Sport Science, Bandirma Onyedi Eylul University, Balikesir, Turkey.
Department of Physical Education and Sport Teaching, Faculty of Sport Sciences, Bandirma Onyedi Eylul University, Balikesir, Turkey.
Medicine (Baltimore). 2025 Jul 4;104(27):e43219. doi: 10.1097/MD.0000000000043219.
BACKGROUND/OBJECTIVES: Low attention level, especially in school-age children in preadolescence and adolescence, affects educational activities. The effects of different types of music and exercise on attention level have been an important subject of research for many years. The aim of this study was to examine the effect of aerobic and yoga exercise intervention program applied synchronously with different types of music on the attention level of primary 2 students studying.
In this study, 19 male (age = 12.63 ± 0.83 years, height = 145.78 ± 4.58 cm, weight = 47.73 ± 7.94 kg, body mass index = 22.43 ± 3.51 kg/m2), 27 female students (age = 12.40 ± 1.15 years, height = 141.03 ± 3.34 cm, weight = 42.14 ± 4.13 kg, body mass index = 21.15 ± 1.45 kg/m2) were included. Participants performed 3 different exercise programs (no exercise [NE], aerobic exercise [AE], and yoga exercise [YE]) without music (NM), listening to traditional music (TM), classical music, and current popular music (PM), after which participants' attention was analyzed using the Burdon Attention Test.
In the NE group, participants' attentional levels were lower in the NM condition compared to TM and PM (P = .019, Δ = -7.86, Std. Err = 2.23; P = .001, Δ = -9.74, Std. Err = 2.22, respectively). During AE and YE, different music genres had no effect (P > .05). As a result of the post hoc analysis, the attention test results obtained from the NM and TM genres in the NE protocol were significantly lower than the attention test results obtained from all music genres during AE and YE (P < .05). There was no significant difference between the values obtained from NE-PM and the values obtained from AE and YE (P > .05). At the same time, attention test results did not change between AE and YE during any music genre.
In conclusion, exercise and music are important elements to increase the attention level of school-age individuals. In addition, PM may be an important factor in increasing attention levels in these individuals.
背景/目的：注意力水平低下，尤其是在青春期前和青春期的学龄儿童中，会影响教育活动。多年来，不同类型的音乐和运动对注意力水平的影响一直是重要的研究课题。本研究的目的是探讨与不同类型音乐同步进行的有氧运动和瑜伽运动干预方案对小学二年级学生注意力水平的影响。
本研究纳入了19名男性（年龄 = 12.63 ± 0.83岁，身高 = 145.78 ± 4.58厘米，体重 = 47.73 ± 7.94千克，体重指数 = 22.43 ± 3.51千克/平方米），27名女性学生（年龄 = 12.40 ± 1.15岁，身高 = 141.03 ± 3.34厘米，体重 = 42.14 ± 4.13千克，体重指数 = 21.15 ± 1.45千克/平方米）。参与者进行了3种不同的运动方案（无运动[NE]、有氧运动[AE]和瑜伽运动[YE]），分别在无音乐（NM）、听传统音乐（TM）、古典音乐和当前流行音乐（PM）的情况下进行，之后使用伯登注意力测试分析参与者的注意力。
在NE组中，与TM和PM相比，参与者在NM条件下的注意力水平较低（P = 0.019，Δ = -7.86，标准误差 = 2.23；P = 0.001，Δ = -9.74，标准误差 = 2.22）。在AE和YE期间，不同音乐类型没有影响（P > 0.05）。事后分析的结果显示，NE方案中从NM和TM类型获得的注意力测试结果显著低于AE和YE期间从所有音乐类型获得的注意力测试结果（P < 0.05）。NE - PM获得的值与AE和YE获得的值之间没有显著差异（P > 0.05）。同时，在任何音乐类型下，AE和YE之间的注意力测试结果没有变化。
总之，运动和音乐是提高学龄个体注意力水平的重要因素。此外，PM可能是提高这些个体注意力水平的一个重要因素。
