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剧烈运动对儿童认知的益处与特征焦虑有关
Tomasz S Ligeza, Lauren B Raine, Jennifer N H Watrous1
1Deparment of Psychology, Oklahoma State University, Stillwater, OK.
Medicine and science in sports and exercise
|May 23, 2024
概括
焦虑程度较高的儿童可能会从急性有氧运动 (AAE) 中获得更多的认知益处. 更高的焦虑与运动后提高准确性和减少反应时间可变性有关,但在休息后表现更差.
科学领域:
- 儿童心理学 儿童心理学
- 认知神经科学 认知神经科学
- 运动科学 运动科学
背景情况:
- 童年焦虑与较差的认知功能有关.
- 急性有氧运动 (AAE) 可以暂时提高儿童的认知能力.
- 个人焦虑水平对AAE认知益处的影响尚未得到充分理解.
研究的目的:
- 调查特征焦虑水平是否调解AAE对青春期前儿童认知结果的影响.
- 确定个人焦虑如何影响运动和休息后认知表现的变化.
主要方法:
- 95名儿童 (9-11岁) 参与了一个交叉设计,其中包括AAE (步行) 和坐着休息.
- 认知表现 (准确性,反应时间,RT可变性) 通过在每个条件之前和之后的侧边任务进行测量.
- 层次回归模型分析了焦虑得分和认知变化之间的关系,控制共变量.
主要成果:
- 焦虑显著预测了AAE和休息的认知表现变化.
- 更高的焦虑与更大的运动诱导的认知益处相关 (准确性,RT可变性).
- 更高的焦虑与休息期间更大的认知障碍有关 (准确性,RT可变性).
结论:
- 患有较高特征焦虑症的儿童可能会从急性有氧运动中获得更显著的认知益处.
- 特征焦虑似乎可以缓解儿童急性有氧运动的认知效应.
- 研究结果表明,量身定制的运动干预措施可以利用焦虑水平来提高认知能力.
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