运动融合认知干预对大学生抑制控制功能的促进效果

高淑青; 杨弋; 张连成; 颜琛力

doi:10.16835/j.cnki.1000-9817.2025116

运动融合认知干预对大学生抑制控制功能的促进效果

doi: 10.16835/j.cnki.1000-9817.2025116

天津体育学院国家体育总局竞技运动心理与生理调控重点实验室，天津 301617

基金项目:

教育部人文社会科学研究一般项目 23YJAZH035

详细信息

作者简介:
高淑青(1981-)，女，山西省人，博士，副教授，主要研究方向为运动与锻炼心理学

利益冲突声明 所有作者声明无利益冲突。
中图分类号: B844.2 G806 Q427
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出版历程
- 收稿日期: 2024-11-26
- 修回日期: 2025-01-26
- 网络出版日期: 2025-06-07
- 刊出日期: 2025-05-25

Promoting effect of exercise-integrated cognitive intervention on the inhibition control function of college students

Key Laboratory of Competitive Sport Psychological and Physiological Regulation, General Administration of Sport of China, Tianjin University of Sport, Tianjin (301617), China

摘要

摘要: 目的探讨身体运动与认知训练对大学生抑制控制功能的短期改善效果，并明确长期运动融合认知干预与大学生抑制控制功能之间的时间量效关系，为促进大学生抑制控制功能提供参考。方法于2022年5月招募天津体育学院大学生参与干预研究，包括短时干预和长期干预。短时干预采用2(身体运动：有、无)×2(认知训练：有、无)组间设计，参与者69人，随机分为运动融合认知组(18人)、身体运动组(16人)、认知训练组(17人)和对照组(静坐观看健康信息视频，18人)，干预30 min；长期干预采用2(干预组别：干预组、对照组，组间变量)×5(干预时间：前测、1周、4周、6周和8周，组内变量)的混合实验设计，参与者24人，其中干预组13人，进行运动融合认知干预，每周3次，每次30 min；对照组11人，维持日常活动，未进行干预。因变量均为Flanker任务的正确率和反应时。使用协方差和重复测量方差分析对自变量的主效应及其交互作用进行分析。结果短时干预中，在Flanker任务正确率上，身体运动与认知训练的交互作用有统计学意义[F_{(1, 64)}=7.05，P=0.01，η²_p=0.10]，简单效应检验结果显示，有身体运动条件下，认知训练降低了反应的正确率(P=0.02)；在反应时上，大学生身体运动主效应有统计学意义[F_{(1, 65)}=14.12，P＜0.01，η²_p=0.18]。长期干预中，在Flanker任务反应时上，干预时间的主效应有统计学意义[F_{(4, 19)}＝3.03，P=0.04，η²_p=0.39]，且干预组1, 4, 6, 8周的干预结果[(28.13±10.32)(14.14±26.98)(13.54±25.61)(15.14±21.34)ms]均优于前测[(77.54±39.34)ms]；干预组别的主效应有统计学意义[F_{(1, 22)}=6.96，P=0.02，η²_p=0.24]。结论在对大学生抑制控制功能的短时干预中，身体运动效果优于认知训练；长期运动融合认知训练对大学生抑制控制功能有改善作用。
- 运动活动 /
- 认知 /
- 干预性研究 /
- 执行功能 /
- 学生
Abstract: Objective To explore the short-term improvement effect of physical exercise and cognitive training on inhibitory control function of college students, and to clarify the temporal quantitative-effectiveness relationships between long-term exercise-integrated cognitive interventions and inhibitory control function of college students, in order to provide a reference for promoting inhibitory control function in this population. Methods College students from Tianjin University of Sport were recruited in May 2022 to participate in the intervention study, which included both short-term and long-term interventions. The short-term intervention used a 2 (physical exercise: yes, no) × 2 (cognitive training: yes, no) between-groups design, with 69 participants randomized into a movement integration cognitive group (n=18), a physical exercise group (n=16), a cognitive training group (n=17), and a control group (sedentary viewing of a health information video, n=18), for a 30-min intervention.The long-term intervention used a mixed experimental design with a 2 (intervention groups; intervention group, control group, between-group variable) ×5 (intervention time: pre-test, 1 week, 4 weeks, 6 weeks, and 8 weeks, within-group variable) mixed experimental design with 24 participants, including 13 in the intervention group, who underwent the exercise-integrated cognitive intervention for 30 min, 3 times per week, and 11 in the control group, who maintained their daily activities without the intervention. The main effects of the independent variables and their interactions were analyzed using covariance and repeated measures ANOVA. Results There was a statistically significant interaction between physical exercise and cognitive training on accuracy of the Flanker task for the short intervention[F_{(1, 64)}=7.05, P=0.01, η_P²=0.10], and the simple effect test showed that cognitive training reduced accuracy of responses in the presence of physical exercise condition(P=0.02), and the main effect of physical exercise among college students was significant for the reaction time [F_{(1, 65)}=14.12, P < 0.01, η²_p=0.18]; for Flanker task reaction time in the long-term intervention, the main effect of intervention time was significant[F_{(4, 19)}=3.03, P=0.04, η_P²=0.39].However, the intervention results of 1, 4, 6 and 8 weeks in the intervention group [(28.13±10.32)(14.14±26.98)(13.54±25.61)(15.14±21.34)ms] were all better than the pre-test [(77.54±39.34)ms], the main effect of intervention group was significant [F_{(1, 22)}=6.96, P=0.02, η=0.24]. Conclusion In a short-term intervention for inhibitory control function in college students, physical exercise is more effective than cognitive training; long-term exercise and cognitive training can improve the inhibitory control function of college students.
- Motor activity /
- Cognition /
- Intervention studies /
- Executive function /
- Students
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表 1 长期干预中干预组与对照组大学生干预前后正确率及反应时(x ±s)

Table 1. The accuracy and reaction time before and after longterm intervention in the intervention and control groups of college students(x ±s)

组别	人数	正确率					反应时/ms
组别	人数	前测	1周	4周	6周	8周	前测	1周	4周	6周	8周
干预组	13	0.94±0.04	0.95±0.02	0.96±0.03	0.96±0.04	0.95±0.03	77.54±39.34	28.13±10.32	14.14±26.98	13.54±25.61	15.14±21.34
对照组	11	0.97±0.03	0.95±0.04	0.93±0.08	0.95±0.05	0.92±0.06	64.13±31.44	62.59±46.11	55.79±69.69	56.76±57.25	51.43±44.28

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