《中国康复理论与实践》 ›› 2022, Vol. 28 ›› Issue (8): 889-896.doi: 10.3969/j.issn.1006-9771.2022.08.003
收稿日期:
2022-08-02
修回日期:
2022-08-08
出版日期:
2022-08-25
发布日期:
2022-08-30
通讯作者:
温柔
E-mail:wenrou@bda.edu.cn
作者简介:
陈婷婷(1986-),女,汉族,安徽芜湖市人,博士研究生,主要研究方向:舞蹈脑科学及舞蹈教育心理学。
基金资助:
CHEN Tingting1a,ZHONG Xiaoke2,WEN Rou1b()
Received:
2022-08-02
Revised:
2022-08-08
Published:
2022-08-25
Online:
2022-08-30
Contact:
WEN Rou
E-mail:wenrou@bda.edu.cn
Supported by:
摘要:
目的 系统综述舞蹈对儿童认知功能的干预效果,梳理儿童舞蹈干预方案设计的影响因素。
方法 采用主题词检索方法,在PubMed、Web of Science、EBSCO、Cochrane图书馆、中国知网、维普和万方数据库,检索舞蹈影响儿童认知功能发展的相关文献,检索时间为建库至2022年6月1日。经筛选从文献中提取作者、国家、发表时间、研究对象、研究方法、干预过程、测量工具和结局指标,并采用物理治疗证据数据库(PEDro)量表进行方法学质量评价。
结果 最终纳入英文文献10篇,均为随机对照试验或准试验设计,研究对象包括正常发展儿童和发展障碍儿童,整体研究质量较高。舞蹈活动干预方案包括舞蹈训练课程、舞蹈康复训练、舞蹈课间操和有氧舞蹈,其中学校开展的舞蹈训练课程最多;舞蹈对儿童认知功能的促进效益主要表现为增强感觉运动同步,提高注意力和执行功能;舞蹈活动的剂量和认知负荷是影响干预效果的重要因素。
结论 短时和长期的舞蹈活动,可以有效提升儿童的感觉运动同步、注意力和执行功能,其中对感觉运动同步、注意力维持时间和工作记忆容量的改善效果最为明显。
中图分类号:
陈婷婷,钟晓珂,温柔. 舞蹈活动改善儿童认知功能的系统综述[J]. 《中国康复理论与实践》, 2022, 28(8): 889-896.
CHEN Tingting,ZHONG Xiaoke,WEN Rou. Effects of dance activity on cognitive function in children:a systematic review[J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2022, 28(8): 889-896.
表1
纳入文献基本特征"
作者 | 国家 | 研究设计 | 研究对象 | 干预方式 | 干预地点 | 干预方案 | 测量工具 |
---|---|---|---|---|---|---|---|
Bégel等[ | 法国 | 准试验设计 | 正常发展儿童(对照组):n = 19,年龄7~10.6岁 小脑发育异常儿童(实验组):n = 7,年龄7.5~10.3岁 | 舞蹈康复训练vs.无干预 | 大学 | 每次90 min,每周2次,共7周 | BAASTA、TEA-ch |
Chatzihidiroglou等[ | 希腊 | RCT | 正常发展儿童(对照组):n = 20,平均年龄5岁 正常发展儿童(实验组):n = 22,平均年龄5岁 | 舞蹈训练课程vs.自由游戏活动 | 学校 | 每次45 min,每周2次,共8周 | K节奏测试 |
Cherriere等[ | 加拿大 | RCT | 腓骨肌萎缩症儿童(对照组):n = 4,平均年龄9岁 腓骨肌萎缩症儿童(实验组):n = 5,平均年龄10.2岁 | 舞蹈康复训练vs.无干预 | 医院 | 每次60 min,每周2次,共10周 | Mira-Stambak节奏试验、TEA-ch、DST |
Cofini等[ | 意大利 | RCT | 学习障碍儿童(对照组):n = 15,年龄9~11岁 学习障碍儿童(实验组):n = 15,年龄9~11岁 | 舞蹈活动+认知训练vs.认知训练 | 医院 | 每次60 min,每周1次,共6个月 | CPT、DST、Stroop任务 |
Kuilnna等[ | 美国 | 准试验设计 | 正常发展儿童(对照组):n = 104,年龄8~11岁 正常发展儿童(实验组):n = 88,年龄8~11岁 | 有氧舞蹈vs.无干预 | 学校 | 一次性45 min | d2注意力测验 |
Oppici等[ | 澳大利亚 | RCT | 正常发展儿童(对照组):n = 20,年龄8~10岁 正常发展儿童(实验组1):n = 30,年龄8~10岁 正常发展儿童(实验组2):n = 30,年龄8~10岁 | 高认知舞蹈活动vs.低认知舞蹈活动vs.无干预 | 学校 | 每次60 min,每周2次,共7周 | LSWMT、DCCS、Flanker任务 |
Rudd等[ | 澳大利亚 | RCT | 正常发展儿童(对照组):n = 31,年龄6~7岁 正常发展儿童(实验组):n = 31,年龄6~7岁 | 编舞课程vs.创意舞动 | 学校 | 每次50 min,每周2次,共8周 | LSWMT、DCCS、Flanker任务 |
Shen等[ | 中国 | 准试验设计 | 正常发展儿童(对照组):n = 30,年龄5~6岁 正常发展儿童(实验组):n = 30,年龄5~6岁 | 街舞课程vs.无干预 | 学校 | 每次40~50 min,每周3次,共8周 | ANT、DST、DCCS、Go-nogo任务 |
van den Berg等[ | 荷兰 | RCT | 正常发展儿童(对照组):n = 249,年龄9~12岁 正常发展儿童(实验组):n = 263,年龄9~12岁 | 舞蹈课间操vs.观看健康教育视频 | 学校 | 每次10 min,每周5次,共9周 | d2 Test,ANT,VFT,Flanker、Stroop任务 |
Zinelabidine等[ | 突尼斯 | RCT | 正常发展儿童(对照组):n = 22,年龄9~11岁 正常发展儿童(实验组):n = 19,年龄9~11岁 | 有氧舞蹈vs.无干预 | 学校 | 每次45 min,每周2次,共8周 | DRT、TMT、Stroop任务 |
表2
纳入研究PICO分析"
人群 (people) | 干预方式 (intervention) | 比较 (comparison) | 结局 (outcome) | |
---|---|---|---|---|
正常发展儿童 | 舞蹈训练课程 [ | 在学校已有课程体系基础上,增设舞蹈相关训练课程,学生跟随老师学习或编创不同的舞蹈动作 | 不干预或游戏活动 | 提升感觉运动同步,增强注意力,改善执行功能 |
舞蹈课间操[ | 将舞蹈元素融入课间操,以强身健体和愉悦身心为主要目的 | 健康教育 | 认知功能改善无统计学意义 | |
有氧舞蹈[ | 配合音乐有节奏舞动的有氧运动,是舞蹈与健美操的有机结合 | 不干预 | 增强注意力,改善执行功能 | |
发展异常儿童 | 舞蹈康复训练[ | 学习不同舞种的动作序列,提高身体各部分的灵活性和协调性,增强身体表达意识 | 不干预 | 提升感觉运动同步,增强注意力,改善工作记忆 |
表3
纳入研究的PEDro量表评分"
研究 | 资格标准 | 随机分配 | 分配隐藏 | 基线相似 | 被试施盲 | 治疗师施盲 | 评估者施盲 | 被试流失率≤ 15% | ITT意向治疗分析 | 组间统计比较 | 报告点测量和变异量值 | 总分 |
---|---|---|---|---|---|---|---|---|---|---|---|---|
Bégel等[ | √ | √ | √ | √ | √ | 4 | ||||||
Chatzihidiroglou等[ | √ | √ | √ | √ | √ | √ | √ | √ | 7 | |||
Cherriere等[ | √ | √ | √ | √ | √ | √ | √ | √ | √ | √ | 9 | |
Cofini等[ | √ | √ | √ | √ | √ | √ | √ | 6 | ||||
Kuilnna等[ | √ | √ | √ | √ | √ | √ | √ | 6 | ||||
Oppici等[ | √ | √ | √ | √ | √ | √ | √ | √ | √ | 8 | ||
Rudd等[ | √ | √ | √ | √ | √ | √ | √ | √ | √ | 8 | ||
Shen等[ | √ | √ | √ | √ | √ | √ | √ | 6 | ||||
van den Berg等[ | √ | √ | √ | √ | √ | √ | √ | √ | √ | √ | √ | 10 |
Zinelabidine等[ | √ | √ | √ | √ | √ | √ | √ | √ | 7 |
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