基于学校的体力活动,认知表现和昼夜节律:重新思考教育中的运动时间
Francesca Latino1, Francesco Tafuri2, Mariam Maisuradze3
1Department of Education and Sport Sciences, Pegaso University, 80143 Naples, Italy.
Children (Basel, Switzerland)
|October 29, 2025
概括
早晨的体育活动显著提高了青少年的认知表现,警觉和情绪. 早上安排练习优化了学习准备和幸福感,比中午或下午的练习更有效.
科学领域:
- 青少年健康 青少年健康
- 认知神经科学 认知神经科学
- 运动生理学 运动生理学
背景情况:
- 众所周知,体育活动可以提高青少年的认知功能.
- 昼夜计时对学校体育活动的好处的影响尚不清楚.
研究的目的:
- 研究学校体育活动的时间 (早上,中午,下午) 如何影响青少年早期的认知表现,主观警觉和情绪.
- 为了确定早晨,中午或下午的活动是否产生最大的益处.
主要方法:
- 这是一项为期12周的交叉干预,涉及102名学生 (年龄为12-13岁).
- 三个4周的结构化体力活动条件 (早上,中午,下午) 与1周的休息时间.
- 使用线性混合效应模型和ANOVA,评估认知结果 (d2-R,数字跨度向后,TMT-A),警觉 (KSS) 和情绪 (PANAS-C).
主要成果:
- 早晨的体育活动显示了对注意力,工作记忆,处理速度,警觉性和积极情绪的最显著的改善.
- 中午会议在认知和情感指标上显示出适度的益处.
- 下午的活动产生了最弱或无意义的改善,时间型对注意力和工作记忆有缓和的影响.
结论:
- 身体活动的时间是影响青少年认知和情感效益的关键因素.
- 将早晨炼纳入学校课程是提高青少年学习准备和整体幸福感的实用策略.
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