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首页> 外文期刊>Health education research >Long-term effects of physically active academic lessons on physical fitness and executive functions in primary school children
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Long-term effects of physically active academic lessons on physical fitness and executive functions in primary school children

机译：积极参加体育课对小学生身体健康和执行功能的长期影响

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Integrating physical activity into the curriculum has potential health and cognitive benefits in primary school children. The aim of this study was to investigate the effects of physically active academic lessons on cardiovascular fitness, muscular fitness and executive functions. In the current randomized controlled trial, 499 second and third graders within 12 primary schools (mean age = 8.1 +/- 0.7) were randomized to the intervention (n = 249) or control condition (n = 250). The physically active academic lessons were given for 2 consecutive school years, 22 weeks per year, three times a week, with a duration of 20-30 min per lesson. Multiple tests were administered before, between and after the intervention period, measuring cardiovascular fitness, muscular fitness and executive functions. Multilevel analysis accounted for the nested structure of the children within classes and schools. Results showed a larger improvement in speed-coordination (B = -0.70, P = 0.002) and a lower improvement in static strength (B = -0.92, P < 0.001) for the intervention group compared with the control group. The current lessons did not result in a significant change in executive functions.
机译：将体育活动纳入课程表对小学生具有潜在的健康和认知益处。这项研究的目的是研究体育锻炼对心血管健康，肌肉健康和执行功能的影响。在当前的随机对照试验中，将12所小学的499名二，三年级学生（平均年龄= 8.1 +/- 0.7）随机分配至干预措施（n = 249）或对照条件（n = 250）。参加连续2个学年的体育课，每年22周，每周3次，每次课时20-30分钟。在干预期之前，之间和之后进行多次测试，以测量心血管健康，肌肉健康和执行功能。多层次分析说明了班级和学校内孩子的嵌套结构。结果表明，与对照组相比，干预组的速度协调性改善更大（B = -0.70，P = 0.002），而静态强度的改善则更低（B = -0.92，P <0.001）。当前的课程并未导致执行职能发生重大变化。

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