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

Abstract

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

CLC Number:

R749.94

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.

Figures/Tables 4

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

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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

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

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