基本运动技能的干预显著提高了学龄前儿童的执行功能和社会情感能力:一个元分析
Yuan Li1,2, Hui Yin Ler2, Dong Zhang1
1Faculty of Physical Education, Quanzhou Normal University, Quanzhou, China.
Frontiers in psychology
|January 26, 2026
概括
基本运动技能 (FMS) 干预措施显著改善学龄前儿童的执行功能 (EF) 和社会情绪能力 (SEC). 纯FMS程序和更高的剂量对EF最有利,而SEC的改进在各种干预类型中是一致的.
科学领域:
- 发展心理学 发展心理学
- 汽车发展 汽车发展
- 认知科学 认知科学
背景情况:
- 理论表明,运动,认知和情感技能的同步发展.
- 在学龄前儿童中,将基本运动技能 (FMS) 与执行功能 (EFs) 和社会情绪能力 (SEC) 联系起来的证据是不一致的.
- 需要进行系统审查来综合当前的证据.
研究的目的:
- 系统地审查和元分析FMS干预措施对典型发展学龄前儿童EF和SEC的影响的证据.
- 探索影响干预有效性的因素,如程序类型,年龄和剂量.
主要方法:
- 在PRISMA的指导下,对2000年至2025年间发表的研究进行系统审查和元分析.
- 包括10项研究,涉及2039名典型发育的学龄前儿童.
- 通过PEDro标准 (6好,4公平) 评估了研究质量.
主要成果:
- 在EF (SMD=0.40) 和SEC (SMD=0.16) 中发现了显著的整体改善.
- 纯FMS程序显示了比组合程序 (SMD=0.32) 更强大的EF效应 (SMD=0.49).
- 较老的学龄前儿童 (5岁) 和较高的干预剂量 (>2次/周) 显示出更大的EF收益.
结论:
- FMS干预措施有效地提高了学龄前儿童的EF和SEC.
- 通过纯的FMS实现最佳EF结果,以更高的干预频率准年龄较大的儿童.
- 在不同的干预方法中,SEC的好处是强大的.
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