《Chinese Journal of Rehabilitation Theory and Practice》 ›› 2024, Vol. 30 ›› Issue (1): 44-53.doi: 10.3969/j.issn.1006-9771.2024.01.006
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WEN Jianing1, JIN Qiuyan1, ZHANG Qi2, LI Jie3,4, SI Qi1()
Received:
2023-12-15
Published:
2024-01-25
Online:
2024-02-04
Contact:
SI Qi, E-mail: CLC Number:
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.
Table 1
PICO framework of cognitively engaging physical activity affecting executive function of children and adolescents"
人群(Population) | 干预(Intervention) | 比较(Comparison) | 结局(Outcome) |
---|---|---|---|
18周岁以下儿童青少年 | 干预形式和内容 结合认知任务的球类运动,包括足球、篮球和地板球 结合认知任务和基本动作技能的身体活动,包括跑、蹦跳、抓、蹲、坐、旋转和保持平衡等 结合认知任务的体感游戏 干预方案:强度、持续时间、频率、周期 干预环境 | 有无干预 干预方案设计因素:身体活动形式、持续时间、强度、频率、周期 人口学因素:年龄、性别 因变量:执行功能测量任务和指标的选取 | b身体功能 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 |
Table 2
Score of PEDro scale of the included literatures"
纳入文献 | 符合标准 | 随机分配 | 分配隐藏 | 基线相似 | 被试 施盲 | 治疗师 施盲 | 评估者 施盲 | 退出率≤ 15% | 意向性分析 | 组间统计比较 | 点测量和变异量值 | 总分 |
---|---|---|---|---|---|---|---|---|---|---|---|---|
Jager等[ | √ | √ | √ | √ | √ | √ | √ | √ | 7 | |||
Schmidt等[ | √ | √ | √ | √ | √ | √ | √ | √ | 7 | |||
Benzing等[ | √ | √ | √ | √ | √ | √ | √ | 6 | ||||
Pesce等[ | √ | √ | √ | √ | √ | √ | √ | 6 | ||||
Egger等[ | √ | √ | √ | √ | √ | √ | √ | √ | 7 | |||
Egger等[ | √ | √ | √ | √ | √ | √ | √ | √ | 7 | |||
Gao等[ | √ | √ | √ | √ | √ | √ | √ | √ | 7 | |||
Xiong等[ | √ | √ | √ | √ | √ | √ | √ | 6 | ||||
Layne等[ | √ | √ | √ | √ | √ | √ | √ | 6 | ||||
Van der Fels等[ | √ | √ | √ | √ | √ | √ | √ | 6 | ||||
Bedard等[ | √ | √ | √ | √ | √ | √ | √ | 6 | ||||
Giordano等[ | √ | √ | √ | √ | √ | √ | √ | 6 | ||||
Liu等[ | √ | √ | √ | √ | √ | √ | √ | √ | √ | √ | 9 | |
Kolovelonis等[ | √ | √ | √ | √ | √ | √ | √ | 6 | ||||
Mavilidi等[ | √ | √ | √ | √ | √ | √ | √ | √ | 7 |
Table 3
Basic features of the included literatures"
纳入文献 | 国家 | 研究对象 | 研究 设计 | 干预 环境 | 干预方案 | 测量工具 | 结局指标 | |
---|---|---|---|---|---|---|---|---|
对照组 | 试验组 | |||||||
Jãger等[ | 瑞士 | 年龄(7.9±0.42)岁 对照组(n = 53) 试验组(n = 51) | RCT | 学校体育馆 | 无额外身体活动 | 20 min,单次,运动强度77% HRmax,结合认知任务的基本动作技能训练 | 图像更新任务;Flanker任务 | 抑制控制的反应时加快 |
Schmidt等[ | 瑞士 | 年龄(11.35±0.6)岁 对照组A (n = 57) 对照组B (n = 55) 试验组(n = 69) | Cluster- RCT | 学校 | 对照组A:有氧锻炼 对照组B:常规体育课 | 每次45 min,每周2次,持续6周,运动强度74% HRmax,结合认知任务的球类运动 | 2-back任务; Flanker任务 | 认知灵活性的反应时加快 |
Benzing等[ | 瑞士 | 年龄(14.51±1.08)岁 对照组A (n = 23) 对照组B (n = 21) 试验组 (n = 21) | RCT | 学校 教室 | 对照组A:跑步 对照组B:无额外身体活动 | 15 min,单次,运动强度72% HRmax,结合认知任务的体感游戏 | Delius-Kaplan执行功能系统 | 认知灵活性测试的标准化分数提高 |
Pesce等[ | 意大利 | 年龄5~10岁 对照组(n = 228) 试验组(n = 232) | Cluster- RCT | 学校 | 常规体育课 | 每次60 min,每周4次,持续24周,运动强度≥ 69% HRmax,结合认知任务的基本动作技能训练 | 随机数生成任务 | 抑制控制的标准化分数提高 |
Egger等[ | 瑞士 | 年龄(7.94±0.44)岁 对照组A (n = 53 对照组B (n = 50) 对照组C (n = 54) 试验组 (n = 59) | Cluster- RCT | 学校教室 | 对照组A:认知训练 对照组B:有氧锻炼 对照组C:无额外身体活动 | 20 min,单次,运动强度67% HRmax,结合认知任务的基本动作技能训练 | 倒序颜色回忆任务; Flanker任务 | 认知灵活性的反应时减慢 |
Egger等[ | 瑞士 | 年龄(7.91±0.4)岁 对照组A (n = 49) 对照组B (n = 46) 试验组 (n = 47) | Cluster- RCT | 学校教室 | 对照组A:有氧锻炼 对照组B:认知训练 | 每次10 min,每周2次,持续20周,运动强度70%~85% HRmax,结合认知任务的基本动作技能训练 | 倒序颜色回忆任务; Flanker任务 | 认知灵活性的反应时加快 |
Gao等[ | 美国 | 年龄(4.72±0.73)岁 对照组 (n = 14) 试验组 (n = 18) | RCT | 家庭 | 无额外身体活动干预 | 每次≥ 30 min,每周5次,持续12周,运动强度未说明,结合认知任务的体感游戏 | 维度变化卡排序测试 | 认知灵活性测试总分提高 |
Xiong等[ | 中国 | 平均年龄4.52岁 对照组 (n = 30) 试验组 (n = 30) | Cluster- RCT | 托儿 中心 | 常规体育课 | 每次20 min,每周5次,持续8周,运动强度未说明,结合认知任务的体感游戏 | 维度变化卡排序测试 | 认知灵活性反应时加快 |
Layne等[ | 美国 | 年龄8~9岁 对照组(n = 21) 试验组(n = 19) | Cluster- RCT | 学校教室 | 常规体育课 | 每次10 min,每周5次,持续4周,运动强度为中高强度,结合认知任务的体感游戏 | Go/No-Go任务 | 抑制控制反应时加快、错误率降低、准确性改善 |
Van der Fels等[ | 荷兰 | 年龄 (8.8±0.6)岁 对照组A (n = 23) 对照组B (n = 47) 试验组(n = 19) | Cluster- RCT | 学校 | 对照组A:常规体育课 对照组B:无额外身体活动 | 35 min,单次,运动强度64%~93%HRmax,结合认知任务的球类运动 | 停止信号任务 | 抑制控制准确率降低 |
Bedard等[ | 加拿大 | 年龄 (7.04±1.37)岁 对照组A (n = 16) 对照组B (n = 16) 试验组 (n = 16) | RCT | 实验室 | 对照组A:跑步 对照组B:无额外身体活动 | 20 min,单次,运动强度66%~79%HRmax,结合认知任务的基本动作技能训练 | Flanker任务 | 无干预效果 |
Giordano等[ (2022) | 意大利 | 年龄(5.68±0.32)岁 对照组A (n = 25) 对照组B (n = 25) 试验组 (n = 25) | Cluster- RCT | 幼儿园 | 对照组A:自由游戏 对照组B:常规体育课 | 每次15 min,每周3次,持续6周,运动强度未说明,结合认知任务的基本动作技能训练 | 白天-黑夜Stroop任务;头-脚-膝-肩测试 | 认知抑制控制正确率提高、反应时加快,行为抑制控制准确性和信息加工速度改善 |
Liu等[ (2022) | 中国 | 年龄(4.90±0.31)岁 对照组 (n = 24) 试验组 (n = 24) | RCT | 幼儿园 | 常规体育课 | 每次30 min,每周5次,持续4周,运动强度未说明,结合认知任务的体感游戏 | Go/No-Go任务;卡片分类任务;“蚂蚁先生”视空间工作记忆任务 | 抑制控制、认知灵活性和工作记忆任务的标准化分数均提高 |
Kolovelonis等[ (2023) | 希腊 | 年龄(10.13±0.57)岁 对照组A (n = 34) 对照组B (n = 32) 试验组 (n = 36) | Cluster- RCT | 学校 | 对照组A:有氧锻炼 对照组B:无额外身体活动 | 每次45 min,单次,运动强度未说明,结合认知任务的基本动作技能训练 | 图案流畅性测试 | 改善抑制控制和认知可塑性 |
Mavilidi等[ (2023) | 澳大 利亚 | 年龄(4.41±0.61)岁 对照组A (n = 48) 对照组B (n = 41) 试验组 (n = 55) | Cluster- RCT | 幼儿园 | 对照组A:认知训练 对照组B:无额外身体活动 | 每次17 min,每周2次,持续6周,运动强度为中高强度,结合认知任务的基本动作技能训练 | Go/No-Go任务;卡片分类任务;“蚂蚁先生”视空间工作记忆任务 | 无干预效果 |
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