Effect of mini-trampoline physical activity on executive functions in preschool children

Xu Wen, Ying Zhang, Zan Gao, Wei Zhao, Jiang Jie, Li Bao

Research output: Contribution to journalArticlepeer-review

13 Scopus citations


The study investigated the effect of mini-trampoline physical activity on the development of executive functions (EF) in Chinese preschool children. Fifty-seven children aged 3-5 were randomly assigned to an intervention group (n=29) and a control group (n=28). The children in the intervention and control group had the same classes and care service in the preschool, but children in the intervention group had an extra 20 min of trampoline training after school for 5 school days per week in the 10-week intervention. Spatial conflict arrow (SCA), animal Go/NoGo (GNG), working memory span (WMS), and flexible item selection (FIS) were used to assess children's EF before and after the intervention. Results revealed that no significant differences emerged in the SCA, GNG, WMS, and FIS tests between two groups postintervention. Findings indicated that a 10-week trampoline PA training may not be sufficient to trigger the improvement of preschool children's EF. Future research with larger representative samples is warranted to discern the dose-response evidence in enhancing young children's EF through physical activity.

Original languageEnglish (US)
Article number2712803
JournalBioMed Research International
StatePublished - 2018

Bibliographical note

Funding Information:
The research was supported by the National Social Science Foundation of China for Young Scholars in Education (Grant no. CLA140159).

Publisher Copyright:
© 2018 Xu Wen et al.


Dive into the research topics of 'Effect of mini-trampoline physical activity on executive functions in preschool children'. Together they form a unique fingerprint.

Cite this