摘要
目的:探讨网球运动结合身体运动功能训练和身体运动功能训练2种训练干预方案对学龄前儿童体质与不同认知任务的影响,以期为其健康促进提供一定的借鉴价值。方法:选取北京市某幼儿园中60名5岁儿童为研究对象,以班级为单位随机分为对照组(C)、网球运动结合身体运动功能训练组(PT)、身体运动功能训练组(P),干预3次/周,干预周期为16周。实验前、后各测试一次儿童的8项体质指标和3项认知任务指标。结果:(1)身体形态测试:与实验前相比,实验后3组儿童的身高和体重成绩组间比较差异均无统计学意义(P>0.05);3组儿童的身高和体重成绩组内比较均有显著增长(P<0.05)。(2)体质测试:与实验前相比,实验后PT组和P组儿童的6项体质测试成绩均有显著提高(P<0.05),而C组实验前后比较差异无统计学意义(P>0.05)。PT组和P组所有成绩组间比较差异无统计学意义(P>0.05)。(3)认知任务测试:与实验前相比,实验后PT组、P组儿童的3项成绩均有显著提高(P<0.05);而C组实验前后比较差异无统计学意义(P>0.05)。PT组干预效果优于P组(P<0.05)。结论:16周干预后,PT组与P组儿童体质和简单反应时、注意力、空间位置记忆广度3项认知任务得到了显著提高,且PT组的3项认知任务干预效果优于P组,未来学龄前儿童体育教学中可采用此种训练方案丰富教学内容。
Objective: To explore the influence of tennis combined with physical function movement training and physical function movement training on preschool children’s physical fitness and different cognitive tasks to provide reference for future children’s health. Methods: Sixty 5-year-old children from a Beijing’s kindergarten were selected as subjects and randomly divided into control group(C), tennis combined with physical function movement training group(PT) and physical function movement training group(P) by class, with an intervention period of 3 times/week for 16 weeks. The children were tested once before and after the experiment for 8 physical fitness indicators and 3 cognitive task indicators. Results: (1) Body morphology test: the body shape indicators of the 3 groups of children before and after the experiment had no statistical significance(P>0.05). (2) Physical fitness test: After the experiment, 6 test indexes of children in the PT group and P group showed significant differences(P<0.05), but C group showed no significant differences(P>0.05). There was no statistically significant difference between the PT group and the P group(P>0.05). (3) Cognitive task test: After the experiment, children in the PT group and the P group had significantly improved scores in the simple reaction time, attention and spatial memory span than those in the C group, with significant differences(P<0.05). The intervention effect of the PT group was better than that of the P group(P<0.05). Conclusion: After the 16-week intervention, children in the PT and the P groups significantly improved their physical fitness and the 3 cognitive tasks of the simple reaction time, attention, and spatial position memory breadth, and the intervention effect of the 3 cognitive tasks in the PT group was better than that in the P group. The effect of the tennis combined with physical functional movement training was better than the physical functional movement training. The combined training can be used to enrich teaching in the physical education for preschool children in the future.
作者
赵梅玲
ZHAO Mei-ling(Capital University of Physical Education and Sports,Beijing 100191,China)
出处
《北京体育大学学报》
CSSCI
北大核心
2020年第5期89-97,共9页
Journal of Beijing Sport University
关键词
学龄前儿童
网球运动
身体运动功能训练
体质
认知任务
preschool children
tennis
physical functional movement training
physical fitness
cognitive tasks
