不同类型运动干预对大学生认知能力影响的ERP研究

ERP Research on the Impact of Different Types of Exercise Intervention on Cognitive Ability of College Students

比较6~8周不同类型运动干预对认知功能影响的差异,探索运动对认知功能的影响是否会因运动本身定性特征的不同而不同。总结了多年来采用随机对照纵向跟踪的方法观察的运动干预对大学生事件相关电位P300成分的影响规律。受试者均为我校在校健康大学生（n=146）,认知能力评价采用上海海神医疗电子仪器厂生产的NDI-092/NDI-200型诱发电位仪在＂oddball＂模式刺激下产生的事件相关电位的P300成分,评价指标为Cz点P300的波幅、潜伏期和反应时。进行干预的运动类型包括有氧运动（跑步、绕障碍跑、带球绕障碍跑、北欧健步走）、抗阻练习（传统力量训练、核心力量训练）、神经运动练习（太极拳、第二套中学生广播操、第八套广播操、踢花毽、传统稳定训练和核心稳定性训练）三类12种运动类型,干预时间分别为6-8周。干预前后的差异性检验采用配对t检验,差异显著性的标准采用P〈0.05。（1）6周的绕障碍跑、花毽运动、第二套中学生广播体操;七周的核心力量训练以及8周的第八套广播体操锻炼干预后,Cz点P300波幅较干预前有显著性增加（P〈0.05）。（2）Cz点P300潜伏期只在7周的太极拳运动、传统稳定性训练;6周的第二套中学生广播体操以及8周的第八套广播体操锻炼干预后较干预前显著性缩短（P〈0.05）。（3）除6周第二套中学生广播体操以及7周传统力量训练组外,其余各运动干预组均表现为干预后Cz点P300反应时显著性缩短（P〈0.05）。（4）对照组前后测量各指标均无显著性改变（P〉0.05）。不同类型的运动干预,因其运动任务的定性特征不同,对认知功能的影响作用既表现出行为指标的普遍性或共性又表现出电生理学指标的特殊性或选择性。

To compare the difference in the impact of 6 ~ 8 weeks of different types of exercise intervention on cognitive function,and to explore whether the impact of exercise on cognitive function being vary from the qualitative feature of the exercise itself. The impact regularity of exercise intervention on college student event-related potential P300 component obtained through years＇ of randomized controlled longitudinal tracking observation was summarized. All chosen subjects were healthy students from our university（ n =146）,and the cognitive evaluation was based on the event-related potential P300 component under＂oddball＂stimulus,using NDI-092 / NDI-200 evoked potentiometer manufactured by Shanghai Poseidon Medical Electronic Instrument Factory. The evaluation in-dexes included P300 amplitude,the incubation period,and reaction time at Cz point. The intervened exercise types included 12 kinds in 3 catalogues： aerobic exercise（ running,running around obstacles,running with ball around obstacles,Nordic vigorous walks）,resistance exercise（ traditional strength training,core strength training）,neuromotor exercise training（ tai chi boxing,the second and eighth sets of broadcast gymnastics for middle school students,cock shuttle playing,traditional stability training core stability training）. Paired t test was used to test the difference before and after the intervention,and the standard difference was P 0. 05.（ 1） After the exercise intervention of 6 weeks of running around barriers,shuttle playing,and the second set broadcast gymnastics for middle school students; seven weeks of core strength training and 8 weeks of 8th broadcast gymnastics,P300 amplitude on Cz point had a significant increase,（ P 0. 05）.（ 2） P300 latency period at Cz point was significantly shortened after intervention only in four events：7 weeks of Tai-chi boxing and traditional stability training; six weeks of the second and eighth high school broadcast gymnastics（ P 0. 05）.（ 3） P300 reaction time at Cz point was significantly shortened（ P 0. 05） after intervention in all exercise groups except two：six weeks of the second set of broadcast gymnastics for middle school students and 7 weeks of traditional strength training. There was no significant change in all indexes of control groups measured before and after intervention（ P 0. 05）. The impact of different types of exercise intervention on cognitive functions,depending on the qualitative features of different exercises,manifests both universality /generality in behavior index and particularity / selectivity in electrophysiological index.