Evaluation of functional training specifically on physical and cognitive functions intervention among children aged 4–5

Objective To investigate effects of functional training on physical and cognitive function in 4–5 years old children, so as to provide a reference for the research on development of children’s physical and cognitive functions. Methods The 173 participants aged 4–5 were enrolled from 6 kindergartens in Xicheng District, Beijing and were divided into experimental ( n = 94) and control groups ( n = 79) by randomized digital tables. The experimental group were asked to receive a 18-week special designed functional movement training, which were not performed to the control group. The two groups were tested with physical and cognitive assessments before and after the intervention, and the results were compared pre/post in individual group and between groups with t tests. Results Compared with control group, the score of standing long jump among children in the experimental group was improved by 5.72%, and that of feet jump was improved by 23.79%, that of 10-meter-shuttle run was improved by 13.95%, that of simple reaction was by 20.34%, and that of attention was by 18.96%, and all the improvement was of statistical significance ( t = −2.75, 6.68, 10.79, 5.07, 4.32, P<0.01). Conclusion Both physical and cognitive functions were enhanced by the functional physical training in 4–5-year-old children. 【摘要】 目的 探讨身体运动功能训练对儿童体质与认知功能的影响, 为儿童体质与认知功能的发展研究提供参考依 据。 方法 方便选取北京西城区 6 所幼儿园 4~5 岁儿童 173 名, 采用随机数字表法将其分为实验组 (94 名) 与对照组 (79 名)。实验组进行 18 周的身体运动功能训练, 对照组不进行任何干预。干预前后分别测试两组样本的体质和认知功能, 使用配对 t 检验和独立样本 t 检验比较干预前后组内和组间各个体质与认知功能指标的差异。 结果 干预后, 与对照组相 比, 实验组儿童立定跳远成绩提高 5.72%、双脚连续跳成绩提高 23.79%、10 m 折返跑成绩提高 13.95%、简单反应时测试成 绩提高 20.34%、注意力成绩提高 18.96%, 组间差异均有统计学意义 ( t 值分别为 −2.75, 6.68, 10.79, 5.07, 4.32, P 值均<0.01)。 结论 身体运动功能训练对儿童特定体质和认知功能发展有促进作用。