舞蹈活动改善儿童认知功能的系统综述

doi:10.3969/j.issn.1006-9771.2022.08.003

《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

• 专题儿童与青少年功能康复 • 上一篇下一篇

舞蹈活动改善儿童认知功能的系统综述

陈婷婷^1a,钟晓珂²,温柔^1b()

1.北京舞蹈学院,a.教育学院;b.人文学院,北京市 100081
2.首都体育学院研究生院,北京市 100191

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:
北京市自然科学基金项目(5214029);北京市自然科学基金项目(No.5212002);北京市教委科研计划科技一般项目(KM202210051001);北京市社会科学基金项目(19YTA001);北京市社会科学基金项目(19YTC033);国家蛋白中心(北京)-北大分中心课题(KF-20212);教育部首批新文科研究与改革实践项目(2021060016);北京市教委创新能力提升计划项目(TSJH20161005101)

Effects of dance activity on cognitive function in children：a systematic review

CHEN Tingting^1a,ZHONG Xiaoke²,WEN Rou^1b()

1. a. School of Education; b. School of Humanities, Beijing Dance Academy, Beijing 100081, China
2. School of Graduate Studies, Capital University of Physical Education and Sports, Beijing 100191, China

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:
Beijing Natural Science Foundation(5214029);Scientific Research Project of Beijing Educational Committee(KM202210051001);Beijing Social Science Fund(19YTA001);Beijing Social Science Fund(19YTC033);Open Research Fund of the National Center for Protein Sciences at Peking University in Beijing(KF-20212);The First Batch of New Liberal Arts Research and Reform Project of Ministry of Education of China(2021060016);Innovation Ability Promotion Plan Foundation of Beijing Municipal Education Commission(TSJH20161005101)

摘要/Abstract

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。

关键词: 舞蹈活动, 儿童, 感觉运动同步, 注意力, 执行功能

Abstract:

Objective To explore the effects of dance intervention on cognitive function in children and clarify the design variables of dance intervention protocol.

Methods Literatures about effects of dance intervention on cognitive function in children were searched in PubMed, Web of Science, EBSCO, Cochrane library, CNKI, VIP and Wanfang Data, with publication dates ranging from inception to June 1, 2022. They were screened and extracted authors, countries, years, samples, study designs, interventions, measurement instruments and outcomes. The Physiotherapy Evidence Database (PEDro) scale was used to assess the methodological quality of included literature.

Results Ten articles were enrolled, which were randomized controlled trial (RCT) and quasi-RCT for typically developing children and developmentally challenged children. The global PEDro score was good. Dance intervention protocol could be divided into four types: dance training course, dance rehabilitation program, dance breaks and aerobic dance. Dance training course was used in the majority of studies. Dance intervention in childhood positively influenced sensorimotor synchronization, attention and executive function. Further studies should pay more attention on the dose-response relationship between dance and cognitive function in children, as well as cognitive load during dance learning.

Conclusion Whether short-term or long-term, dance activity is a feasible and effective method to promote sensorimotor synchronization, attention and executive function in children; epecially on the sensorimotor synchronization, attention maintenance time and working memory capacity.

Key words: dance activity, children, sensorimotor synchronization, attention, executive function

中图分类号:

R749.94

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.

图/表 4

图1

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^[15](2022)	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^[16] (2018)	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^[17] (2020)	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^[18] (2021)	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^[19] (2018)	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^[20] (2020)	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^[21] (2021)	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^[22] (2020)	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^[23] (2019)	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^[24] (2022)	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1

表2

表3

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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 ^{[16,18,20⇓-22]}	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^[23]	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^[19,24]	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^[15,17]	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

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^[15]( 2022)	√							√	√	√	√	4
Chatzihidiroglou等^[16](2018)	√	√	√	√				√	√	√	√	7
Cherriere等^[17] (2020)	√	√	√	√	√	√		√	√	√	√	9
Cofini等^[18] (2021)	√	√		√				√	√	√	√	6
Kuilnna等^[19] (2018)	√		√	√				√	√	√	√	6
Oppici等^[20] (2020)	√	√	√	√			√	√	√	√	√	8
Rudd等^[21] (2021)	√	√	√	√			√	√	√	√	√	8
Shen等^[22] (2020)	√		√	√				√	√	√	√	6
van den Berg等^[23] (2019)	√	√	√	√	√	√	√	√	√	√	√	10
Zinelabidine等^[24] (2022)	√	√	√	√				√	√	√	√	7

舞蹈活动改善儿童认知功能的系统综述

Effects of dance activity on cognitive function in children：a systematic review

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