球类身体活动干预对注意缺陷多动障碍儿童基本动作技能和执行功能的效果

doi:10.3969/j.issn.1006-9771.2024.04.014

Abstract

Abstract:

Objective To investigate the effect of ball-based physical activity intervention on basic motor skills and executive function in children with attention deficit hyperactive disorder (ADHD).

Methods In September, 2023, 28 ADHD children aged six to twelve years were recruited from two general public elementary school in Shanghai, and were randomly divided into control group (n = 12) and experimental group (n = 16), while healthy children of the same age group were selected as healthy control group (n = 14). The experimental group was intervened with a ball physical activity program, while the control and healthy control groups performed regular physical activities, for eight weeks. Before and after intervention, the basic motor skill scores (displacement score, control score) of all participants were assessed using Test of Gross Motor Development-3 (TGMD-3); three subfunctions of the subjects' executive functioning, including inhibitory control, working memory and cognitive flexibility, were measured using the n-back task, Stroop Color-word Test and the Task switching task, respectively.

Results After intervention, the total score of TGMD-3 (t= -14.867, P < 0.001, Cohen d = 3.72), and scores of displacement skills (t= -8.081, P < 0.001, Cohen d = 2.02) and control-like skills (t= -7.290, P < 0.001, Cohen d =1.82) increased in the experimental group; the response time of the 1-back task (t= 3.009, P= 0.009, Cohen d = 0.02), and the accuracy (t= -2.657, P= 0.018, Cohen d = 0.66) and response time (t= -2.657, P= 0.025, Cohen d = 0.62) of the Task switching task improved in the experimental group.

Conclusion Ball-based physical activity intervention could improve the basic motor skill level and executive function of children with ADHD.

Key words: attention deficit and hyperactivity disorder, ball physical activity, basic motor skill, executive function

CLC Number:

G804.8

LI Liang, HUANG Ziyun, YANG Yicheng, WU Xueping. Effect of ball-based physical activity on basic motor skills and executive function in children with attention deficit hyperactivity disorder[J]. Chinese Journal of Rehabilitation Theory and Practice, 2024, 30(4): 479-486.

Figures/Tables 3

Table 1

Table 2

Comparison of basic motor skills scores pre and post intervention among three groups"

项目		健康对照组 (n = 14)	对照组 (n = 12)	试验组 (n = 16)	F值	P值
TGMD-3	干预前	79.90±4.91	70.50±3.63^a	67.50±3.90^b	34.699	< 0.001
TGMD-3	干预后	81.00±5.02	75.33±4.81^a	77.00±3.76^b	6.438	0.004
位移技能	干预前	36.07±2.84	32.25±3.11^a	30.44±2.63^b	15.020	< 0.001
位移技能	干预后	37.21±2.64	35.50±4.06	34.63±2.73	2.900	0.670
跑	干预前	7.07±0.73	6.83±1.11	6.69±1.35	2.172	0.128
跑	干预后	7.36±0.84	7.08±1.16	6.56±1.15	2.172	0.128
前滑步	干预前	6.50±1.22	6.08±0.67	6.19±0.66	0.585	0.565
前滑步	干预后	7.57±0.76	6.83±1.34	6.88±0.36	1.697	0.196
单脚跳	干预前	5.00±1.04	5.00±1.86	4.19±0.83	2.042	0.143
单脚跳	干预后	4.79±1.05	4.50±1.38	4.69±0.79	0.235	0.792
蹦跳	干预前	4.64±1.15	4.75±1.29	3.81±1.83	1.757	0.186
蹦跳	干预后	5.14±1.29	4.92±1.24	4.81±1.33	0.251	0.780
立定跳远	干预前	6.43±1.09	4.92±0.90^a	4.19±0.98^b	19.288	< 0.001
立定跳远	干预后	5.64±1.22	5.51±0.38	5.63±1.20	0.049	0.953
侧滑步	干预前	6.43±1.16	4.67±0.98^a	5.38±0.81^b	10.630	< 0.001
侧滑步	干预后	6.71±1.14	6.25±1.60	6.06±1.18	0.971	0.388
控制技能	干预前	43.86±3.21	38.25±2.01^a	37.06±3.36^b	21.272	< 0.001
控制技能	干预后	43.79±3.02	39.83±2.21^a	42.38±2.55^c	7.418	0.002
单手原地拍球	干预前	3.50±1.70	3.83±1.27	3.31±0.95	0.532	0.592
单手原地拍球	干预后	4.29±1.38	4.42±1.00	4.19±1.05	0.134	0.875
脚踢固定球	干预前	4.71±0.83	4.08±0.51	4.19±1.05	2.791	0.800
脚踢固定球	干预后	5.14±0.86	4.58±1.08	4.81±0.91	1.153	0.326
双手接球	干预前	5.57±0.65	4.75±0.87^a	4.94±0.77^b	4.314	0.020
双手接球	干预后	5.43±0.85	5.33±0.98	5.56±1.09	0.191	0.827
肩上投球	干预前	6.79±1.37	5.08±1.44^a	4.69±1.70^b	7.693	0.002
肩上投球	干预后	6.00±1.71	5.25±1.36	6.06±1.12	1.336	0.275
下手抛球	干预前	7.71±0.61	7.58±0.67	7.50±0.73	0.379	0.687
下手抛球	干预后	7.57±0.65	7.00±0.74	7.38±0.81	1.984	0.151
双手挥棒击固定球	干预前	8.50±1.02	7.75±1.29	7.25±1.61^b	3.232	0.050
双手挥棒击固定球	干预后	8.50±0.94	8.50±1.09	8.25±1.18	0.265	0.768
单手握拍击反弹球	干预前	7.07±1.27	5.17±1.80^a	5.19±1.52^b	7.164	0.002
单手握拍击反弹球	干预后	6.86±1.46	5.17±1.64	6.13±0.81^c	3.682	0.043

Table 2

Table 3

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环节	活动内容	时间
准备部分	慢跑、原地行进间热身操、体育游戏	10 min
基本部分	进行球类技能学习和身体素质练习	40 min
1~2周	球类技能：原地左右手单手拍球、双手交叉运球、体侧单手前后运球身体素质练习：折返跑(有氧)、绳梯脚步练习(协调)
3~4周	球类技能：复习拍球练习(单手、交叉等)、行进间运球(直线快速) 身体素质练习：原地摸高、小猫爬(核心力量)，侧滑步、前后交叉步(横移)
5~6周	球类技能：复习1~4周的内容、行进间体前变向运球、双手胸前传接球身体素质练习：折返跑、连续单脚跳(力量)，高抬腿(屈髋折叠)
7~8周	球类技能：复习1~6周的内容，一分线原地单手肩上投篮身体素质练习：前滑步、侧滑步、转体、马步横移(双手打开、降重心)
结束部分	整理活动：放松操、拉伸练习	10 min

项目	测试指标	测试时间	健康对照组(n = 14)	对照组(n = 12)	试验组(n = 16)	F值	P值
n-back任务	1-back正确率	干预前	83.04±18.42	75.00±17.10	74.48±21.66	0.865	0.429
	1-back正确率	干预后	82.59±16.11	79.70±15.58	82.03±19.75	0.098	0.907
	1-back反应时	干预前	1622.38±736.15	1450.23±843.31	1472.27±519.66	0.248	0.781
	1-back反应时	干预后	1823.28±806.31	1421.80±922.64	1219.07±689.40	2.328	0.111
	2-back正确率	干预前	70.09±16.48	67.19±11.03	67.19±19.70	0.143	0.867
	2-back正确率	干预后	73.66±18.54	67.67±13.54	67.58±16.33	0.634	0.536
	2-back反应时	干预前	2408.52±971.06	2109.94±1623.43	1938.06±855.97	0.440	0.647
	2-back反应时	干预后	2080.91±1003.7	1782.48±1013.35	1327.59±797.21	2.488	0.096
Stroop色词任务	正确率(一致)	干预前	96.43±8.02	91.15±9.78	91.41±11.38	1.254	0.297
	正确率(一致)	干预后	98.21±3.82	92.19±7.60	95.31±10.08	1.95	0.156
	反应时(一致)	干预前	1022.70±345.02	933.73±327.58	1283.81±598.62	2.299	0.114
	反应时(一致)	干预后	1031.40±360.12	931.22±459.00	913.65±444.86	0.323	0.726
	正确率(不一致)	干预前	96.43±5.86	94.27±8.62	86.72±16.75	2.347	0.118
	正确率(不一致)	干预后	92.86±15.28	92.19±8.89	92.05±15.33	0.014	0.986
	反应时(不一致)	干预前	1128.13±397.58	980.67±329.47	1243.42±529.88	1.238	0.301
	反应时(不一致)	干预后	2311.57±4472.14	960.50±335.11	984.33±422.51	0.622	0.545
	反应时差	干预前	105.43±151.07	46.94±191.74	-40.39±326.47	1.373	0.265
	反应时差	干预后	137.32±317.74	29.28±277.23	70.69±160.37	0.599	0.554
Task switching任务	正确率	干预前	87.50±13.65	87.50±10.66	86.72±8.19	0.025	0.975
	正确率	干预后	94.20±9.32	90.10±8.20	91.80±10.13	0.634	0.536
	反应时	干预前	1912.01±748.47	1786.53±777.64	2373.05±1238.53	1.462	2.244
	反应时	干预后	1729.61±751.27	1742.18±821.61	1435.28±770.90	0.736	0.486

Effect of ball-based physical activity on basic motor skills and executive function in children with attention deficit hyperactivity disorder

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