身体活动干预儿童青少年执行功能效果的系统综述

doi:10.3969/j.issn.1006-9771.2023.01.004

Abstract

Abstract:

Objective To analyze the effect of physical activity on executive function of children and adolescents, and sort out the related factors.

Methods Articles about physical activity intervention for children and adolescents on executive function were retrieved from CNKI, Wanfang Data, Google Scholar, Wiley Online Library and PubMed, from January 1st, 2010 to June 30th, 2021. The articles were screened, evaluated and systematically reviewed.

Results A total of 21 articles were included, from eleven countries, including 13 randomized controlled trials, involving 2 496 subjects, aged five to 18 years. The articles were published from 2010 to 2019, with mean score of Physiotherapy Evidence Database scale as 5.57. The physical activity intervention mainly involved physical fitness, skills and sport games, with low to high intensity, eight to 120 minutes a time, one to five times a week, no more than ten months. Physical activity was indicated to improve the executive function, specifically inhibition control, working memory and cognitive flexibility, such as the improvement of the accuracy and reaction time of cognitive tasks, and activation of bilateral prefrontal cortex activity. Types, intensity, duration, frequency and cycle of physical activity, participant selection, and assessment tools were related to the effect of intervention.

Conclusion Physical activity can improve the inhibition control, working memory and cognitive flexibility of children and adolescents. The main factors related to the intervention effect are the physical activity elements, the participant's factors and the experimental design factors.

Key words: physical activity, executive function, children, adolescents, systematic review

CLC Number:

R455

WANG Yu, HE Gang, LI Dongsheng, MA Kaiyue, WANG Chao. Effect of physical activity on executive function of children and adolescents: a systematic review[J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(1): 20-29.

Figures/Tables 3

研究	国家	研究对象	研究设计	干预环境	干预方式	干预强度	干预时间	测量工具	干预效果
Budde等^[14](2010)	德国	15~16岁试验组A 18例，试验组B 20例，对照组21例	RCT	操场400 m跑道	跑步比赛vs.不干预	试验组A：目标心率 = (220-年龄)×(50~65)% 试验组B：目标心率 = (220-年龄) ×(70~85)%	单次12 min	Letter Digit Span task	试验组A (+) 试验组B (N/A)
Fisher等^[15](2011)	英国	平均6.2岁试验组33例，对照组27例	RCT	学校	有氧运动课程vs.常规体育课	N/A	每次60 min，每周2次，共10周	Spatial Memory Span Spatial Working Memory	试验组 (N/A) 对照组 (N/A)
Davis等^[16](2011)	美国	7~11岁试验组A 56例，试验组B 55例，对照组60例	RCT	学校	跑步游戏+跳绳+改良足球vs.不干预	平均心率150次/min	试验组A每次20 min，共2次试验组B每次运动20 min，久坐20 min，每周5次，共13周	Cognitive Assessment System Planning Scale fMRI	试验组A (+) 试验组B (+) 对照组 (N/A)
Crova等^[17](2014)	意大利	9~10岁试验组37例，对照组33例	RCT	学校	运动技能+网球专项练习vs.常规体育课程	N/A	每次120 min，每周1次，共21周	Random Number Generation task	试验组IC(+), WM(N/A) 对照组IC(N/A)，WM(N/A)
陈爱国等^[18](2015)	中国	11~12岁试验组A 22例，试验组B 22例，试验组C 24例；对照组A 20例，对照组B 20例，对照组C 22例	RCT	学校操场	篮球训练vs.自由活动	目标心率 = (220-年龄)×(60~69)%	单次，试验组A 8 min，试验组B 15 min，试验组C 30 min	Flanker task 1-back task More-odd shifting	试验组A IC(N/A) 试验组B IC(+) 试验组C IC(+), WM(+), CF(+)
江大雷等^[19](2015)	中国	5~6岁试验组31例，对照组30例	RCT	学校	足球运动游戏vs.不干预	目标心率 = (220-年龄)×(60~70)%	每次35 min，每周2次，共8周	Panda-Lion task Snow-Grass task Corsi Blocks reverse Corsi Blocks test Flexible Item Selection task	试验组IC(+)，WM(N/A)，CF(N/A) 对照组IC(N/A)，WM(N/A)，CF(N/A)
Browne等^[20](2016)	德国	10~16岁 20例交叉对照	CS	室内运动场	20米往返跑	目标心率 = (220-年龄)×(65~75)%	每次20 min，2次，间隔48 h	Stroop test	(+)
Koutsandreou等^[21] (2016)	德国	9~10岁试验组A 27例，试验组B 23例，对照组21例	RCT	N/A	跑步游戏vs.运动技能练习vs..不干预	N/A	每次45 min，每周3次，共10周	Letter Digit Span task	试验组A (N/A) 试验组B (+) 对照组 (N/A)
潘家礼等^[22](2016)	中国	12~13岁试验组学习困难者23例+学习正常者23例，对照组学习困难者22例+学习正常者23例	CCS	学校	篮球训练vs.正常体育课	目标心率 = (220-年龄)×(60~69)%	每次30 min，每周3次，共10周	Flanker task 1-back task More-odd shifting	试验组IC(+)，WM(+)，CF(+) 对照组IC(N/A)，WM(N/A)，CF(N/A)
Tarp等^[23](2016)	丹麦	12~14岁试验组194例，对照组438例	RCT	学校	课间体育干预vs.正常活动	N/A	每次60 min，每周5次，共20周	Flanker task	试验组(N/A) 对照组(N/A)
Alesi等^[24](2016)	意大利	平均8.8岁试验组24例，对照组20例	CS	学校	定向足球运动干预vs.久坐	N/A	每次75 min，每周2次，共6个月	Tower of London task Forward and Backward Digit Span task	试验组(+) 对照组(N/A)
Moreau等^[25](2017)	英国	7~13岁试验组152例，对照组153例	RCT	N/A	高强度间歇运动vs.不干预	N/A	6周	Flanker task Backward Digit Span Backward Corsi Blocks Visual 2-back task Stroop task	试验组 IC(+)，WM(+) 对照组 IC(N/A)，WM(N/A)
Kvalo等^[26](2017)	挪威	10~11岁 344例	RCT	学校	体育课+体育作业vs.常规体育课	N/A	体育课45 min, 休息10 min，体育作业10 min，每周2次、每周5次和每周5次，共10个月	Stroop Golden Color-work test Forward and Backward Digit Span task Trail-Making task	试验组IC(N/A)，WM(N/A)，CF(N/A) 对照组IC(N/A)，WM(N/A)，CF(N/A)
陈爱国等^[27](2017)	中国	6~14岁试验组21例，对照组20例	CCS	学校	足球游戏+比赛vs.常规足球教学	目标心率 = (220-年龄)×(60~69)%	每次40 min，每周2次，共8周	Flanker task 1-back task More-odd shifting	试验组 IC(+)，WM(+)，CF(+) 对照组IC(N/A)，WM(N/A)，CF(N/A)
王瑞萌等^[28](2018)	中国	5~6岁试验组32例，对照组31例	RCT	学校	跆拳道动作组合训练vs.常规体育课	N/A	每次45 min，每周2次，共16周	Flanker task Picture Sequence Memory test Dimensional Change Card Sort test	试验组IC(+)，WM(N/A)，CF(N/A) 对照组IC(N/A)，WM(N/A)，CF(N/A)
Cooper等^[29](2018)	英国	11~13岁 39例交叉对照	CS	学校运动厅	篮球游戏	平均心率158次/min	单次60 min	Stroop test Sternberg paradigm	(+)
Wick等^[30](2018)	瑞士	10~12岁试验组19例，对照组19例	CS	学校	课堂站立vs.常规课堂	N/A	每次60 min，每周5次，共11周	Flanker task Digit Span task	试验组IC(N/A)，WM(+) 对照组IC(N/A)，WM(N/A)
van den Berg等^[31] (2018)	荷兰	11~14岁 92例交叉对照	CS	学校	功率车	目标心率 = (220-年龄)×(40~60)%	单次10 min、20 min、30 min	Attention Network test n-back task	IC(N/A)、WM(N/A)
Tottori等^[32](2019)	日本	8~12岁试验组27例，对照组29例	CS	学校体育馆	高强度间歇训练vs.不干预	目标心率 = (220-年龄)×85%	每次8~10 min，每周3次，共4周	Digit Span Forward and Backward test	试验组(+) 对照组(N/A)
Ludyga等^[33](2019)	瑞士	12~15岁试验组20例，对照组16例	RCT	N/A	协调性运动+有氧运动vs.不干预	中等强度	每次20 min，每周5次，共8周	Stroop Color Word task	(+)
Lind等^[34](2019)	丹麦	11~12岁试验组A 24例，试验组B 25例，对照组24例	RCT	足球场	3人足球赛vs.观看足球比赛视频	试验组A (70~100)%储备心率试验组B (60~80)%储备心率	10 min×2，间歇5 min，单次	Flanker task	试验组A (+) 试验组B (N/A) 对照组(+)

References 53

[1]	BRIDGETT D J, ODDI K B, LAAKE L M, et al. Integrating and differentiating aspects of self-regulation: effortful control, executive functioning, and links to negative affectivity[J]. Emotion, 2013, 13(1): 47-63. doi: 10.1037/a0029536 pmid: 22906086
[2]	JIANG C, CHEN T. Effects of aerobic exercise on executive control and brain function[J]. Adv Psychol Sci, 2013, 21(10): 1844-1850. doi: 10.3724/SP.J.1042.2013.01844
[3]	KANG D, ZENG L. The relationship between early childhood mathematics learning and executive function[J]. Adv Psychol Sci, 2018, 26(9): 1661-1669. doi: 10.3724/SP.J.1042.2018.01661
[4]	郭强, 汪晓赞, 蒋健保. 我国儿童青少年身体活动与久坐行为模式特征的研究[J]. 体育科学, 2017, 37(7): 17-29.
	GUO Q, WANG X Z, JIANG J B. The patterns of physical activity and sedentary behavior in Chinese children and adolescents[J]. Chin Sport Sci, 2017, 37(7): 17-29.
[5]	方黎明. 体育锻炼对青少年认知能力和学业成绩的影响[J]. 体育科学, 2020, 40(4): 35-41.
	FANG L M. The effect of physical exercise on adolescents' cognitive ability and academic achievements[J]. Chin Sport Sci, 2020, 40(4): 35-41.
[6]	杨远都, 李佑发, 王思佳, 等. 有氧运动改善儿童执行功能研究进展[J]. 中国预防医学杂志, 2020, 21(1): 116-120.
	YANG Y D, LI Y F, WANG S J, et al. Research progress of aerobic exercise in improving children's executive function[J]. Chin Prev Med, 2020, 21(1): 116-120.
[7]	龚海培, 柳鸣毅, 孔倩倩, 等. 体教融合的科学循证:体育锻炼和文化学习的相互关联[J]. 中国体育科技, 2020, 56(10): 19-28, 88.
	GONG H P, LIU M Y, KONG Q Q, et al. Scientific evidence of integration of sports and education: an analysis of association between sports exercise and education[J]. Chin Sport Sci Technol, 2020, 56(10): 19-28, 88.
[8]	周成林, 金鑫虹. 从脑科学诠释体育运动提升学习效益的理论与实践[J]. 上海体育学院学报, 2021, 45(1): 20-28.
	ZHOU C L, JIN X H. Theory and practice of sports to promote learning efficiency from the perspective of brain science[J]. J Shanghai Univ Sport, 2021, 45(1): 20-28.
[9]	世界卫生组织. 国际功能、残疾和健康分类(儿童和青少年版)[M]. 邱卓英, 译. 日内瓦: 世界卫生组织, 2013.
	World Health Organization. International Classification of Functioning, Disability and Health-Children and Youth Version[M]. QIU Z Y, trans trans. Geneva: World Health Organization, 2013.
[10]	世界卫生组织. 健康服务体系中的康复[J]. 邱卓英,郭键勋,李伦,译. 中国康复理论与实践, 2020, 26(1): 1-14.
	World Health Organization. Rehabilitation in Health Service System[J]. QIU Z Y, KWOK J K F, LI L,trans. Chin J Rehabil Theory Pract, 2020, 26(1): 1-14.
[11]	邱卓英, 李伦, 陈迪, 等. 基于世界卫生组织国际健康分类家族康复指南研究:理论架构和方法体系[J]. 中国康复理论与实践, 2020, 26(2): 125-135.
	QIU Z Y, LI L, CHEN D, et al. Research on rehabilitation guidelines using World Health Organization Family International Classifications: framework and approaches[J]. Chin J Rehabil Theory Pract, 2020, 26(2): 125-135.
[12]	MOHER D, LIBERATI A, TETZLAFF J, et al. Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement[J]. PLoS Med, 2009, 6(7): e1000097.
[13]	PEDro. PEDro标度[EB/OL]. (2021-05-03) [2022-09-05]. https://pedro.org.au/simplified-chinese/learn/pedro-statistics/.
[14]	BUDDE H, VOELCKER-REHAGE C, PIETRASSYK-KENDZIORRA S, et al. Steroid hormones in the saliva of adolescents after different exercise intensities and their influence on working memory in a school setting[J]. Psychoneuroendocrinology, 2010, 35(3): 382-391. doi: 10.1016/j.psyneuen.2009.07.015 pmid: 19716238
[15]	FISHER A, BOYLE J M, PATON J Y, et al. Effects of a physical education intervention on cognitive function in young children: randomized controlled pilot study[J]. BMC Pediatr, 2011, 11: 97. doi: 10.1186/1471-2431-11-97 pmid: 22034850
[16]	DAVIS C L, TOMPOROWSKI P D, MCDOWELL J E, et al. Exercise improves executive function and achievement and alters brain activation in overweight children: a randomized, controlled trial[J]. Health Psychol, 2011, 30(1): 91-98. doi: 10.1037/a0021766 pmid: 21299297
[17]	CROVA C, STRUZZOLINO I, MARCHETTI R, et al. Cognitively challenging physical activity benefits executive function in overweight children[J]. J Sports Sci, 2014, 32(3): 201-211. doi: 10.1080/02640414.2013.828849
[18]	陈爱国, 冯磊, 朱丽娜, 等. 不同持续时间的中等强度篮球运动对儿童执行功能的影响[J]. 首都体育学院学报, 2015, 27(3): 223-227.
	CHEN A G, FENG L, ZHU L N, et al. Effects of medium-intensity basketball dribbling training of different durations on children's executive function[J]. J Capital Univ Phys Educ Sports, 2015, 27(3): 223-227.
[19]	江大雷, 曾从周. 8周中等强度足球运动游戏对学龄前儿童执行功能发展的影响[J]. 中国体育科技, 2015, 51(2): 43-50.
	JIANG D L, ZENG C Z. The effect of 8-week soccer exercise with medium intensity on executive function in preschool children[J]. Chin Sport Sci Technol, 2015, 51(2): 43-50.
[20]	BROWNE R A V, COSTA E C, SALES M M, et al. Acute effect of vigorous aerobic exercise on the inhibitory control in adolescents[J]. Rev Paul Pediatr, 2016, 34(2): 154-161. doi: 10.1016/j.rpped.2015.08.004
[21]	KOUTSANDREOU F, WEGNER M, NIEMANN C, et al. Effects of motor versus cardiovascular exercise training on children's working memory[J]. Med Sci Sports Exerc, 2016, 48(6): 1144-1152. doi: 10.1249/MSS.0000000000000869
[22]	潘家礼, 殷恒婵, 陈爱国, 等. 运动干预对学习困难、正常小学生执行功能影响的实验研究[J]. 体育科学, 2016, 36(6): 84-91, 7.
	PAN J L, YIN H C, CHEN A G, et al. An experimental study on the effect of exercise intervention on the executive functions of primary students with and without learning difficulties[J]. Chin Sport Sci, 2016, 36(6): 84-91, 7.
[23]	TARP J, DOMAZET S L, FROBERG K, et al. Effectiveness of a school-based physical activity intervention on cognitive performance in Danish adolescents: LCoMotion-Learning, Cognition and Motion: a cluster randomized controlled trial[J]. PLoS One, 2016, 11(6): e0158087.
[24]	ALESI M, BIANCO A, LUPPINA G, et al. Improving children's coordinative skills and executive functions: the effects of a football exercise program[J]. Percept Mot Skills, 2016, 122(1): 27-46. doi: 10.1177/0031512515627527
[25]	MOREAU D, KIRK I J, WALDIE K E. High-intensity training enhances executive function in children in a randomized, placebo-controlled trial[J]. Elife, 2017, 6: e25062.
[26]	KVALO S E, BRU E, BRONNICK K, et al. Does increased physical activity in school affect children's executive function and aerobic fitness?[J]. Scand J Med Sci Sports, 2017, 27(12): 1833-1841. doi: 10.1111/sms.12856
[27]	陈爱国, 陈丽萍, 颜军. 8周足球运动改善留守儿童执行功能的实验研究[J]. 山东体育学院学报, 2017, 33(1): 85-89.
	CHEN A G, CHEN L P, YAN J. Exepeimental study on the effect of eight-week football program on executive function among left-behind children[J]. J Shandong Sport Univ, 2017, 33(1): 85-89.
[28]	王瑞萌, 庞鑫, 李未名, 等. 跆拳道训练对学龄前儿童执行功能发展的影响[J]. 体育学刊, 2018, 25(5): 119-125.
	WANG R M, PANG X, LI W M, et al. Effects of taekwondo training on preschool children's executive function development[J]. J Phys Educ, 2018, 25(5): 119-125.
[29]	COOPER S B, DRING K J, MORRIS J G, et al. High intensity intermittent games-based activity and adolescents' cognition: moderating effect of physical fitness[J]. BMC Public Health, 2018, 18(1): 603. doi: 10.1186/s12889-018-5514-6 pmid: 29739386
[30]	WICK K, FAUDE O, MANES S, et al. I can stand learning: a controlled pilot intervention study on the effects of increased standing time on cognitive function in primary school children[J]. Int J Environ Res Public Health, 2018, 15(2): 356. doi: 10.3390/ijerph15020356
[31]	VAN DEN BERG V, SALIASI E, JOLLES J, et al. Exercise of varying durations: no acute effects on cognitive performance in adolescents[J]. Front Neurosci, 2018, 12: 672. doi: 10.3389/fnins.2018.00672
[32]	TOTTORI N, MORITA N, UETA K, et al. Effects of high intensity interval training on executive function in children aged 8-12 years[J]. Int J Environ Res Public Health, 2019, 16(21): 4127. doi: 10.3390/ijerph16214127
[33]	LUDYGA S, KOCHLI S, PUHSE U, et al. Effects of a school-based physical activity program on retinal microcirculation and cognitive function in adolescents[J]. J Sci Med Sport, 2019, 22(6): 672-676. doi: S1440-2440(18)30870-3 pmid: 30553766
[34]	LIND R R, BECK M M, WIKMAN J, et al. Acute high-intensity football games can improve children's inhibitory control and neurophysiological measures of attention[J]. Scand J Med Sci Sports, 2019, 29(10): 1546-1562. doi: 10.1111/sms.13485
[35]	VOSS M W, VIVAR C, KRAMER A F, et al. Bridging animal and human models of exercise-induced brain plasticity[J]. Trends Cogn Sci, 2013, 17(10): 525-544. doi: 10.1016/j.tics.2013.08.001 pmid: 24029446
[36]	VAN PRAAG H. Neurogenesis and exercise: past and future directions[J]. Neuromolecular Med, 2008, 10(2): 128-140. doi: 10.1007/s12017-008-8028-z
[37]	BELANGER M, ALLAMAN I, MAGISTRETTI P J. Brain energy metabolism: focus on astrocyte-neuron metabolic cooperation[J]. Cell Metab, 2011, 14(6): 724-738. doi: 10.1016/j.cmet.2011.08.016 pmid: 22152301
[38]	THOMAS A G, DENNIS A, BANDETTINI P A, et al. The effects of aerobic activity on brain structure[J]. Front Psychol, 2012, 3: 86. doi: 10.3389/fpsyg.2012.00086 pmid: 22470361
[39]	GIBON J, BARKER P A. Neurotrophins and proneurotrophins: focus on synaptic activity and plasticity in the brain[J]. Neuroscientist, 2017, 23(6): 587-604. doi: 10.1177/1073858417697037 pmid: 28303740
[40]	GUSTAFSSON T. Vascular remodelling in human skeletal muscle[J]. Biochem Soc Trans, 2011, 39(6): 1628-1632. doi: 10.1042/BST20110720
[41]	PEDERSEN B K. Physical activity and muscle-brain crosstalk[J]. Nat Rev Endocrinol, 2019, 15(7): 383-392. doi: 10.1038/s41574-019-0174-x pmid: 30837717
[42]	HASHIMOTO T, TSUKAMOTO H, ANDO S, et al. Effect of exercise on brain health: the potential role of lactate as a myokine[J]. Metabolites, 2021, 11(12): 813. doi: 10.3390/metabo11120813
[43]	KIM J J, DIAMOND D M. The stressed hippocampus, synaptic plasticity and lost memories[J]. Nat Rev Neurosci, 2002, 3(6): 453-462. doi: 10.1038/nrn849 pmid: 12042880
[44]	CHADDOCK L, ERICKSON K I, PRAKASH R S, et al. A neuroimaging investigation of the association between aerobic fitness, hippocampal volume, and memory performance in preadolescent children[J]. Brain Res, 2010, 1358: 172-183. doi: 10.1016/j.brainres.2010.08.049 pmid: 20735996
[45]	蔡春先, 张运亮. 运动改善大脑执行功能机制的研究进展[J]. 成都体育学院学报, 2019, 45(6): 120-126.
	CAI C X, ZHANG Y L. Research progress on the mechanism of exercise improving brain executive function[J]. J Chengdu Sport Univ, 2019, 45(6): 120-126.
[46]	FLOEL A, RUSCHEWEYH R, KRUGER K, et al. Physical activity and memory functions: are neurotrophins and cerebral gray matter volume the missing link?[J]. Neuroimage, 2010, 49(3): 2756-2763. doi: 10.1016/j.neuroimage.2009.10.043 pmid: 19853041
[47]	MEHTA R K, SHORTZ A E, BENDEN M E. Standing up for learning: a pilot investigation on the neurocognitive benefits of stand-biased school desks[J]. Int J Environ Res Public Health, 2015, 13(1): ijerph13010059.
[48]	李琳, 崔洁, 项琪, 等. 8周不同类型的运动对女大学生执行功能的影响[J]. 中国运动医学杂志, 2020, 39(10): 810-816.
	LI L, CUI J, XIANG Q, et al. The effect of eight weeks of different types of exercise on executive function of female college students[J]. Chin J Sports Med, 2020, 39(10): 810-816.
[49]	PEDERSEN B K, FEBBRAIO M A. Muscles, exercise and obesity: skeletal muscle as a secretory organ[J]. Nat Rev Endocrinol, 2012, 8(8): 457-465. doi: 10.1038/nrendo.2012.49 pmid: 22473333
[50]	DIAMOND A. Effects of physical exercise on executive functions: going beyond simply moving to moving with thought[J]. Ann Sports Med Res, 2015, 2(1): 1011.
[51]	BENZING V, HEINKS T, EGGENBERGER N, et al. Acute cognitively engaging exergame-based physical activity enhances executive functions in adolescents[J]. PLoS One, 2016, 11(12): e0167501.
[52]	WEN X, ZHANG Y, GAO Z, et al. Effect of mini-trampoline physical activity on executive functions in preschool children[J]. Biomed Res Int, 2018, 2018: 2712803.
[53]	ERICKSON K I, HILLMAN C, STILLMAN C M, et al. Physical activity, cognition, and brain outcomes: a review of the 2018 Physical Activity Guidelines[J]. Med Sci Sports Exerc, 2019, 51(6): 1242-1251. doi: 10.1249/MSS.0000000000001936

人群 (Population)	干预 (Intervention)	比较 (Comparison)	结局 (Outcome)
儿童青少年	活动类型	有无干预	b身体功能
年龄5~18岁	体能类肌肉力量：仰卧起坐、深蹲、俯卧撑、引体向上等肌肉耐力：长跑、游泳、自行车等心肺耐力：健步走、慢跑等各类有氧活动柔韧性体能：瑜伽、舞蹈等技能类粗大/精细技能：举、拾、推、拉、搬运、抓等基本动作技能：走、跑、跳、投、攀、爬等移动/转移技能：步行、移动身体、交通出行等运动项目类竞技类：篮球、足球、排球、乒乓球、网球、羽毛球、游泳、自行车等休闲类：步行、瑜伽、普拉提、健身操、太极拳、跑步、飞镖、毽球、台球、保龄球、高尔夫、马术、户外活动、日常生活活动等身体活动方案活动方式持续时间活动强度频率、周期干预环境	不同干预方案设计：活动方式、时间、强度、频率、周期、干预环境人口统计学因素：年龄、基础认知水平试验设计因素：执行功能指标选取	b164高水平认知功能 b1643认知可塑性 b1648其他特指的高水平认知功能 s 身体结构 s110脑的结构

Effect of physical activity on executive function of children and adolescents: a systematic review

RichHTML

PDF (PC)

Knowledge

Abstract

Cite this article

share this article

Figures/Tables 3

References 53

Related Articles 15

Metrics

Comments

Recommended 0

[1]	SONG Yiling, REN Yuanchun, ZHU Feilong, KUANG Dongqing, CAO Qingjiu, LIN Yang, WANG Fang. Characteristics and relationship between the development of gross motor skills and executive function in children with attention deficit hyperactivity disorder [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2024, 30(1): 1-9.
[2]	LUO Lihua, WANG Yusheng, LI Jianfeng, DONG Jige. Effect of early postoperative comprehensive rehabilitation on children and youth with supracondylar fracture of humerus complicated with ulnar nerve injury [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2024, 30(1): 105-110.
[3]	HAO Chuanping. Assistive technology application in educational contexts: policy framework and core areas [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2024, 30(1): 119-124.
[4]	SUN Ying, ZHANG Qiang, ZHANG Xinxin, WANG Ruochen. Psychological resilience characteristics of visually impaired adolescents: a qualitative study [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2024, 30(1): 29-35.
[5]	WANG Hangyu, GE Keke, FAN Yonghong, DU Lilu, ZOU Min, FENG Lei. Effect of active music therapy on cognitive function for older adults with cognitive impairment: a systematic review based on ICD-11 and ICF [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2024, 30(1): 36-43.
[6]	WEN Jianing, JIN Qiuyan, ZHANG Qi, LI Jie, SI Qi. Effect of cognitively engaging physical activity on developing executive function of children and adolescents: a systematic review based on ICF [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2024, 30(1): 44-53.
[7]	GE Keke, FAN Yonghong, WANG Hangyu, DU Lilu, LI Changjiang, ZOU Min. Health benefit of mindfulness intervention for older adults with insomnia disorders: a systematic review [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2024, 30(1): 54-60.
[8]	ZHANG Jingya, ZOU Min, SUN Hongwei, SUN Changlong, ZHU Juntong. Effect of psychological intervention on anxiety or depression in children and adolescents with hearing impairment: a systematic review [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(9): 1004-1011.
[9]	WANG Junyu, YANG Yong, YUAN Xun, XIE Ting, ZHUANG Jie. Effect of high-intensity interval training on executive function for healthy children and adolescents: a systematic review [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(9): 1012-1020.
[10]	WEI Xiaowei, YANG Jian, WEI Chunyan. Psychological and behavioral benefits of adapted yoga exercise for children with autism spectrum disorder in special education schools: a systematic review [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(9): 1021-1028.
[11]	BI Xiaoyu, ZHU Xiaotong, ZHU Feilong, KUANG Dongqing, SONG Yiling, FAN Biyao, REN Yuanchun. Sex difference of fine motor skills of school-age children with attention deficit hyperactivity disorder [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(9): 1029-1034.
[12]	YANG Yaru, YANG Jian. School-based physical activity-related health services and their health benefits within the World Health Organization health-promoting school framework: a systematic review of systematic reviews [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(9): 1040-1047.
[13]	WANG He, HAN Liang, KAN Mengfan, YU Shaohong. Efficacy of electrical stimulation on shoulder-hand syndrome after stroke: a systematic review and meta-analysis [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(9): 1048-1056.
[14]	SHI Jiawei, LI Lingyu, YANG Haojie, WANG Qinlu, ZOU Haiou. Effect of preoperative prerehabilitation training on total knee arthroplasty: a systematic review of systematic reviews [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(9): 1057-1064.
[15]	ZHAO Panchao, JI Zhongqiu, JIANG Guiping, WEN Ruixiang. Influence of different tasks on gait characteristics and task cost in early childhood [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(9): 1072-1082.