小学主动休息对选择性和持续性注意的中短时间点评价：一项准实验研究

IF 2.6 3区医学 Q2 PSYCHIATRY

Mental Health and Physical Activity Pub Date : 2025-06-19 DOI:10.1016/j.mhpa.2025.100703

Giada Ferrara , Alice Masini , Gabriele Mascherini

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引用次数: 0

摘要

背景：越来越多的证据表明，体育活动与儿童的执行功能之间存在正相关关系。目的本研究的目的是在三个月的时间里，对比传统的教学方法，考察主动休息（ABs）在提高二年级小学生注意力水平方面的有效性的时间过程。方法实验组（EG）和对照组（CG）的家长/监护人和教师分别填写问卷，评估样本的心理测量特征。EG连续三个月每天参加10分钟的活动休息，而CG则遵循常规教学方法。在基线和每月（T0、T1、T2和T3）评估选择性注意（SeA， 30秒）和持续注意（SuA， 120秒）。结果EG组17例（8.42±0.39岁，女性10例），CG组18例（8.37±0.42岁，女性11例）。EG一般表现出较高的心理测量分数，尽管教师和家长的看法在两组中有所不同。随着时间的推移，两组的SeA水平均有显著改善，但EG表现出更大的改善，特别是在引入主动休息后的三个月(p <；0.001)。类似的趋势也出现在SuA (p <；0.001)。一个巨大的效应量显示，SeA （ES = 1.97）和SuA （ES = 1.46）在第三个月都有较大的增加，有利于EG。结论活性断裂对SeA和SuA均有正向影响。随着时间的推移，它们的效果越来越好，这表明与传统的小学教育教学方法相比，至少需要三个月的时间才能获得显著的好处。

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A short-medium time point evaluation of active breaks on selective and sustained attention in primary school: a pilot quasi-experimental study

Background

A growing body of evidence demonstrates the positive relationship between physical activity and executive function in children.

Aims

This study aimed to examine the time course of the effectiveness of active breaks (ABs) in enhancing attention levels among second-grade primary school children compared to traditional teaching methods over a three-month period.

Methods

Parents/guardians and teachers of both the experimental group (EG) and the control group (CG) completed a questionnaire assessing the psychometric characteristics of the sample. The EG participated in daily 10-min active breaks for three months, while the CG followed regular teaching methods. Selective attention (SeA, at 30 s) and sustained attention (SuA, at 120 s) were assessed at baseline and monthly (T0, T1, T2, and T3).

Results

The EG consisted of 17 children (8.42 ± 0.39 years, 10 females), while the CG included 18 children (8.37 ± 0.42 years, 11 females). The EG generally exhibited higher psychometric scores, although teacher and parent perceptions varied in both groups. SeA levels improved significantly in both groups overtime, but EG demonstrated greater improvements, particularly three months after the introduction of active breaks (p < 0.001). A similar trend also for SuA (p < 0.001). A huge effect size shows larger increases during the third month for both SeA (ES = 1.97) and SuA (ES = 1.46) in favor of EG.

Conclusions

Active breaks positively influenced both SeA and SuA. Their effectiveness increased over time, suggesting that a minimum duration of three months is necessary to achieve significant benefits compared to traditional teaching methods in primary education.

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来源期刊

Mental Health and Physical Activity PSYCHIATRY-

CiteScore

6.70

自引率

6.40%

发文量

审稿时长

32 days

期刊介绍： The aims of Mental Health and Physical Activity will be: (1) to foster the inter-disciplinary development and understanding of the mental health and physical activity field; (2) to develop research designs and methods to advance our understanding; (3) to promote the publication of high quality research on the effects of physical activity (interventions and a single session) on a wide range of dimensions of mental health and psychological well-being (eg, depression, anxiety and stress responses, mood, cognitive functioning and neurological disorders, such as dementia, self-esteem and related constructs, psychological aspects of quality of life among people with physical and mental illness, sleep, addictive disorders, eating disorders), from both efficacy and effectiveness trials;