本研究研究了美国东南部一所中学八年级学生的有氧和无氧运动对认知能力的影响。众所周知,年轻人不符合建议的体育锻炼水平,然而,有研究表明,有氧运动和学习成绩之间有明显的联系。关于无氧运动和认知能力的证据存在差距。如果专业人士知道哪种类型的运动最有利于增强青少年的认知,他们应该在学生的整个上学日将这些做法纳入体育教育和其他领域。因此,这项研究旨在回答以下问题:有氧运动和无氧运动对八年级学生的认知功能有什么影响,特别是测量工作记忆,注意,和冲动?50名研究参与者(N=31名男性,18名女性,1其他),13-14岁,同意/同意完整的研究方案。参与者在参与三种不同的运动条件后,进行了一项包含三种不同认知任务的实验。认知测量是Stroop颜色词任务,侧卫测试,和Go/NoGo任务,它们都测量了反应时间和正确反应的数量。运动条件是基线(不运动后),有氧运动(在PE连续跑步活动后),和无氧(在PE中完成间隔哑铃锻炼后)。每个条件都在单独的一天发生,以减少混杂变量的影响。使用MANOVA的Scheffe修改来分析数据,以确定自变量的多个水平是否影响因变量(反应时间和正确响应的数量)或变量的组合是否影响结果。每个认知测试分别进行分析。结果表明,运动条件确实显着影响了Stroop颜色词任务的反应时间和正确响应的数量[F(4,254)=8.59,p<0.001;Pillai\'sTrace=0.24]。具体来说,与基线相比,有氧运动改善了反应时间(p<0.001)和正确反应的数量(p=0.001),与基线相比,无氧运动改善了反应时间。要了解有关受锻炼计划影响的特定因变量的更多详细信息,进行了单独的方差分析测试,导致关于程序的正确响应次数和反应时间的统计学意义。正确响应数量的部分Eta2为0.07,反应时间为0.24,表明正确响应的方差为7%,反应时间的方差为24%,可以通过锻炼程序来解释。虽然两者都很重要,反应时间比正确的反应受锻炼计划的影响更大。鉴于这些发现,建议在分配认知挑战性任务之前在学校提供有氧体育活动,而快速无氧活动休息应该用来重新集中学生的注意力。应该进行更多的研究来检查其他认知能力,以及其他人群。
The present study examined the impact of
aerobic and anaerobic exercise on cognitive abilities in eighth grade students at one middle school in southeastern US. It is known that youth do not meet recommended physical activity levels, yet there is research demonstrating a clear connection between
aerobic exercise and academic performance. There is a gap in evidence regarding anaerobic exercise and cognitive capabilities. If professionals know which type of exercise is most beneficial for enhancing cognition in youth, it will behoove them to incorporate these practices in physical education and other areas throughout the school day for students. Thus, this research aimed to answer the following question: what is the effect of both
aerobic and anaerobic exercise on the cognitive functions of eighth grade students, specifically measuring working memory, attention, and impulsivity? Fifty research participants (N = 31 males, 18 females, 1 other), aged 13-14, consented/assented to the complete study protocols. Participants engaged in an experiment containing three different cognitive tasks after partaking in three separate exercise conditions. The cognitive measures were the Stroop color-word task, the Flanker test, and the Go/No Go task, which all measured reaction time and the number of correct responses. The exercise conditions were baseline (after no exercise),
aerobic (after a continuous running activity in PE), and anaerobic (after completing an interval dumbbell workout in PE). Each condition took place on a separate day to decrease the effect of confounding variables. The data were analyzed using the Scheffe modification of the MANOVA to determine whether multiple levels of the independent variable influenced the dependent variables (the reaction time and number of correct responses) or if a combination of variables influenced the outcomes. Each cognitive test was analyzed separately. The results showed that the exercise condition did significantly impact the reaction time and the number of correct responses for the Stroop color-word task [F(4, 254) = 8.59, p < 0.001; Pillai\'s Trace = 0.24]. Specifically, aerobic exercise improved both reaction time (p < 0.001) and the number of correct responses (p = 0.001) compared to baseline, while anaerobic exercise improved just reaction time compared to baseline. To find out more detailed information about the specific dependent variable affected by the exercise program, individual ANOVA tests were conducted, resulting in statistical significance for both the number of correct responses and reaction time regarding the program. The partial Eta2 of 0.07 for the number of correct responses and 0.24 for reaction time indicated that 7% of the variance in correct responses and 24% of the variance in reaction time could be explained by the exercise program. While both are significant, reaction time is more impacted by exercise program than correct responses are. Given these findings, it is recommended that
aerobic physical activity be offered in school prior to assigning cognitively challenging tasks, while quick anaerobic activity breaks should be used to refocus students\' attention. More research should be conducted to examine other cognitive abilities, as well as in other populations.