运动干预对学习困难、普通小学生执行功能影响的时程效益比较

The Effects of an Exercise Intervention on the Executive Functions of Primary School Students with Learning Difficulties and Normally Developing Primary School Students:A Comparison of the Time Course Efficiency

为探讨16周篮球运动干预对学习困难、普通小学生执行功能影响的时程效益特征及其差异,为设计促进不同类型儿童执行功能发展的运动方案提供实践基础,本研究选取学习困难和普通小学生102名,并将两组被试各自随机分为实验组和对照组,采用开发的篮球运动干预方案对实验组实施16周的运动干预,实验前、实验8周、16周、17周(干预结束后第1周)、18周(干预结束后第2周)时采用执行功能测量工具全面评价学习困难和普通小学生的抑制、刷新、转换三个子功能。结果发现:(1)运动干预对学习困难小学生的执行功能有积极影响,抑制、刷新和转换时程效益均表现为18周、17周、16周、8周>实验前。(2)运动干预对普通小学生执行功能有积极影响,其中,抑制和刷新时程效益表现为18周、17周、16周>8周>实验前;转换功能时程效益表现为18周、17周、16周、8周>实验前。(3)运动干预对学习困难和普通小学生时程效益差异表现为,学习困难小学生抑制和转换功能的改善效果好于普通小学生,运动干预8周及以后,学习困难小学生与普通小学生的抑制功能水平不存在差异;运动干预对学习困难、普通小学生刷新功能均有改善效果,但改善效果在两类学生中无显著差异。结论:16周篮球运动干预对学习困难、普通小学生执行功能均有积极效益;且随时程变化,运动干预不同类型小学生执行功能的效益存在差异。

The present study aims to explore the time course efficiency of the effects of the 16-week-long basketball intervention on the executive functions of primary school students with learning difficulties and normally developing primary school students, and offer a practical basis for the development of an exercise program to promote the development of executive functions of different types of children, by testing 102 primary school students with learning difficulties and normally developing primary school students in terms of such functions of inhibition, updating and shifting. The results show the following： （1） The exercise intervention had a positive effect on the executive functions of the children with learning difficulties; （2） the exercise intervention had a positive effect on the executive functions of the normally developing children; and （3） the children with learning difficulties achieved better results than the normally developing children in the functions of inhibition and shifting; specifically, after 8 weeks of exercise intervention, there was no difference in inhibition between the two groups of children; the exercise intervention had a positive but insignificantly different effect on the function of refreshing of the two groups of children. The study concludes that the 16-week-long basketball intervention had a positive effect on the executive functions of the children with learning difficulties and the normally developing children, and that with the change of the time course, it showed difference in the effects of the executive functions of the different groups of children.