TY - JOUR
T1 - Effect of mini-trampoline physical activity on executive functions in preschool children
AU - Wen, Xu
AU - Zhang, Ying
AU - Gao, Zan
AU - Zhao, Wei
AU - Jie, Jiang
AU - Bao, Li
N1 - 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.
PY - 2018
Y1 - 2018
N2 - 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.
AB - 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.
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U2 - 10.1155/2018/2712803
DO - 10.1155/2018/2712803
M3 - Article
C2 - 29862258
AN - SCOPUS:85047544661
SN - 2314-6133
VL - 2018
JO - BioMed Research International
JF - BioMed Research International
M1 - 2712803
ER -