McNaughten D, Gabbard C
Department of Health and Kinesiology, Texas A&M University.
Percept Mot Skills. 1993 Dec;77(3 Pt 2):1155-9. doi: 10.2466/pms.1993.77.3f.1155.
The intent of this investigation was to examine the potential influence of varying durations of physical exertion at different times of the day on immediate mathematical performance by 120 sixth-grade boys and girls. Subjects were assigned to two control and two treatment groups (Solomon Four-group Design), with treated subjects administered physical exertion (paced walking at controlled moderate intensity) for durations of 20, 30, and 40 min. at three different times of the school day [8:30 a.m., 11:50 a.m. (before lunch), 2:20 p.m.] over 3 weeks. After each exertion session, subjects were immediately administered a 90-sec. mathematical computation test. Analysis indicated no significant differences in mathematical performance at any duration in the morning, but scores were significantly higher at 11:50 a.m. and 2:20 p.m. at 30- and 40-min. durations in comparison to the 20-min. duration. There were no differences by gender of subject.
本调查的目的是研究120名六年级男女生在一天中不同时间进行不同时长的体育活动对其即时数学成绩的潜在影响。受试者被分为两个对照组和两个治疗组（所罗门四组设计），接受治疗的受试者进行体育活动（以可控的中等强度进行有节奏的步行），时长分别为20分钟、30分钟和40分钟，在学校一天中的三个不同时间[上午8:30、上午11:50（午餐前）、下午2:20]进行，为期3周。每次体育活动后，立即让受试者进行90秒的数学计算测试。分析表明，上午任何时长的数学成绩均无显著差异，但在上午11:50和下午2:20，30分钟和40分钟时长的成绩显著高于20分钟时长。受试者的性别之间没有差异。
