韵律性身体活动对3~6岁儿童执行功能影响的系统综述

doi:10.3969/j.issn.1006-9771.2024.11.011

Abstract

Abstract:

Objective To systematically analyze the effect of rhythmic physical activity on executive function and sub-components in healthy preschool children.

Methods Literature in Chinese and English was retrieved from databases such as CNKI, Wanfang Data, EBSCO, PubMed, Google Scholar and Web of Science for researches about the intervention of rhythmic physical activity for executive function of healthy children aged three to six years, up to October, 2024. The methodological quality of the researches was evaluated with PEDro Scale, and data were extracted for a systematic review.

Results Ten researches, published between 2019 and 2024, from seven countries, were included; and seven were randomized controlled trials and three were quasi experiment, involving a total of 1 047 children. The scores of the PEDro scale ranged five to eight. The rhythmic physical activity intervention was 20 to 50 minutes a time, one to five times a week, for six to 20 weeks. The forms of rhythmic physical activity intervention included sports activities (street dance, flower ball cheerleading, walking, running, jumping and other motor skill exercises), music teaching activities (music perception, rhythm synchronization and music games), dance activities (creative dance, action imitation and role playing) and music performance activities (body percussion, rhythm sticks, sand balls and drums). Rhythmic physical activity was effective on at least one sub-component of executive function. However, five of the seven researches involving cognitive flexibility failed to demonstrate a positive effect. Six researches compared the effects of rhythmic physical activity versus other physical activities, and five found that rhythmic physical activity was more effective on executive function.

Conclusion Rhythmic physical activity can improve inhibitory control and working memory in preschool children; but the effect on cognitive flexibility remain controversial.

Key words: children, preschool, rhythmic physical activities, executive function, systematic review

CLC Number:

R247.3

DU Anlong, NING Ke, SHANGGUAN Chunzi, WANG Chen, ZHANG Jingjie, QIAO Siying, LI Zhangtao. Effect of rhythmic physical activity on executive function in children aged three to six: a systematic review[J]. Chinese Journal of Rehabilitation Theory and Practice, 2024, 30(11): 1334-1342.

Figures/Tables 4

Table 1

Figure 1

Table 2

Table 3

Basic characteristics of included literatures"

纳入文献	国家	研究设计	环境	样本特征		干预			结局指标	结果
				样本特征		T		C
				T	C	形式	频率	C
Bentley等^[17] (2023)	澳大利亚	RCT	幼儿园	n = 112 (4.16±0.36)岁	n = 101 (4.27±0.39)岁	体育、舞蹈	每次30 min，每周2~3次，共8周	无额外身体活动	抑制控制：Go/No-Go 工作记忆：Mr Ant 认知灵活性：Card-Sort	抑制控制(+) 工作记忆(0) 认知灵活性(0)
Wang等^[18] (2022)	中国	RCT	幼儿园	n = 36 4~5岁	n = 35 4~5岁	体育	每次40 min，每周4次，共12周	常规体育活动	抑制控制：Panda/Lion Test、Grass-Snow Task 工作记忆：Corsi Blocks Test、Reverse Coris Blocks Test 认知灵活性：Flexible Item Selection Task	抑制控制(+) 工作记忆(+) 认知灵活性(0)
Frischen等^[19] (2019)	德国	RCT	幼儿园	n = 24 (5.73±0.29)岁	组1 n = 25 (5.62±0.29)岁组2 n = 27 (5.79±0.31)岁	器乐演奏、音乐教学	每次20 min，每周3次，共20周	组1：音高训练组2：常规体育活动	抑制控制：NEPSY-Ⅱ 工作记忆：Subtests Matrix Span Test、Corsi Block Test 认知灵活性：Dimensional Change Card Sort	抑制控制(+) 工作记忆(0) 认知灵活性(0)
Suppalarkbunlue等^[20] (2023)	泰国	QE	幼儿园	n = 39 (4.36±0.42)岁	n = 40 (4.49±0.29)岁	体育、器乐演奏	每次45 min，每周3次，共8周	无额外身体活动	抑制控制：Cat-Mouse Task、Bird And Dragon Task、Tapping Task 工作记忆：Missing Scan Task 认知灵活性：Dimensional Change Card Sort	抑制控制(+) 工作记忆(0) 认知灵活性(0)
Shen等^[21] (2020)	中国	RCT	幼儿园	n = 30 (4.37±0.33)岁	n = 30 (4.64±0.35)岁	体育	每次40~50 min，每周3次，共8周	无额外身体活动	抑制控制：Go/No-Go 工作记忆：Backward Digit Span Task 认知灵活性：Dimensional Change Card Sort	抑制控制(+) 工作记忆(+) 认知灵活性(+)
Degé等^[22] (2022)	德国	RCT	幼儿园	n = 11 (5.95±0.41)岁	n = 14 (5.95±0.41)岁	器乐演奏、舞蹈	每次20 min，每周3次，共14周	常规体育活动	抑制控制：NEPSY-Ⅱ	抑制控制(+)
Shen等^[23] (2019)	中国	RCT	幼儿园	n = 30 (4.28±0.36)岁	n = 31 (4.20±0.28)岁	音乐教学、舞蹈	每次45 min，每周5次，共12周	无额外身体活动	抑制控制：Day/Night Stroop Task 工作记忆：Backward Digit Span Task、Dot Matrix Test 认知灵活性：Dimensional Change Card Sort	抑制控制(+) 工作记忆(+) 认知灵活性(+)
Bolduc等^[24] (2021)	加拿大	RCT	幼儿园	n = 50 (5.5±0.31)岁	组1 n = 52 (5.5±0.23)岁组2 n = 58 (5.5±0.32)岁	音乐教学	每次40 min，每周1次，共19周	组1：常规体育活动组2：无额外身体活动	抑制控制：NEPSY-Ⅱ	抑制控制(+)
Kosokabe等^[25] (2021)	日本	QE	幼儿园	n = 92 (4.66±0.57)岁	组1 n = 75 (4.79±0.57)岁组2 n = 51 (4.61±0.57)岁	音乐教学、器乐演奏	每次30 min，每周5次，共6周	组1：无额外身体活动组2：戏剧表演游戏	抑制控制：Black White Task、Hand Game 工作记忆：Backward Digit Span、Backward Word Span 认知灵活性：Dimensional Change Card Sort	抑制控制(+) 工作记忆(+) 认知灵活性(0)
Bugos等^[26] (2022)	美国	RCT	幼儿园	n = 34 (4.56±0.78)岁	组1 n = 29 (4.69±0.76)岁组2 n = 21 (4.57±0.75)岁	音乐教学、器乐	每次45 min，每周2次，共10周	组1：无额外身体活动组2：乐高训练	工作记忆：Executive Function Touch Task	工作记忆(+)

Table 3

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纳入文献	资格标准	随机分配	基线相似	治疗师施盲	评估者施盲	退出率≤ 15%	意向性分析	组间统计比较	点测量和变异量值	总分
Bentley等^[17] (2023)	√	√	√		√	√	√	√	√	7
Wang等^[18] (2022)	√	√	√			√	√	√	√	6
Frischen等^[19] (2019)	√	√	√		√	√	√	√	√	7
Suppalarkbunlue等^[20] (2023)	√		√			√	√	√	√	5
Shen等^[21] (2020)	√	√	√			√	√	√	√	6
Degé等^[22] (2022)	√	√	√		√	√	√	√	√	7
Shen等^[23] (2019)	√		√			√	√	√	√	5
Bolduc等^[24] (2021)	√	√	√	√	√	√	√	√	√	8
Kosokabe等^[25] (2021)	√		√			√	√	√	√	5
Bugos等^[26] (2022)	√	√	√		√		√	√	√	6

Effect of rhythmic physical activity on executive function in children aged three to six: a systematic review

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