課後益智動作遊戲，對超重兒童在視覺選擇性注意力、健康體適能與學科表現的影響

Effects of cognitively engaging movement games on visual selective attention, health-related fitness, and academic performance after school in overweight children

緒論：兒童的肥胖問題造成許多醫療與身心健康上的問題，特別是已有越來越多的研究認為肥胖對認知發展有顯著的負面影響。因此，如何改善肥胖孩童的認知功能儼然是一個重要的議題。本研究主要探討益智動作遊戲活動對超重兒童的效益，包括視覺選擇性注意力、健康體適能與學科成績表現之影響，並且也進一步瞭解運動劑量（例如：參與時間）所扮演的角色為何。方法：本研究共招募75位超重兒童為研究對象，並將其隨機分派至三個組別：實驗A組：參與40分鐘的高劑量益智動作遊戲；實驗B組：參與20分鐘低劑量益智動作遊戲；控制組：40分鐘靜態活動，各組皆為25人。實驗介入時間主要安排在課後時間，共為期10週，每週5次，且於參與運動過程中全程監控心跳率，而在實驗前後皆施測視覺選擇性注意力、健康體適能與學科成績測驗。本研究以二因子混合設計變異數與多元迴歸分析來檢驗各項研究假說，各項統計考驗顯著水準定為α=.05。結果：根據研究結果發現，實驗A組與實驗B組超重兒童之視覺選擇注意力與學科成績有顯著的提升，且大部分變項於後測表現顯著優於控制組之趨勢，不過兩組實驗組在所有的依變項上則無顯著差異，顯示參與本研究所設計的運動時間長短並不會影響實驗效果；另外，超重兒童之視覺選擇注意力與肌肉適能的前後測改變量對於數學與學科總成績表現的前後測改變量具有顯著且正向的預測力，但國語成績表現的前後測改變量則是僅在視覺選擇注意力的前後測改變量有正向預測力。結論：本研究發現具認知及身體挑戰的益智動作遊戲可有效促進超重兒童的視覺選擇性注意力與學業表現，雖然參與的持續時間增加並不會額外增加運動效益，但本研究的發現仍可做為中小學體育課或是課後運動設計之參考基礎。

Introduction: Childhood obesity has been linked to numerous medical and mental conditions. In particularly, there is accumulating evidence that obesity has a negative impact on children's cognitive development. Therefore, the investigation into how to improve cognitive function in childhood obesity has become a critical issue. The purpose of this study was to investigate the effects of cognitively engaging movement games on visual selective attention, health-related fitness, and academic performance in overweight children. Furthermore, we also investigate how the dosage of exercise (i.e., exercise duration) moderates the effects of interest. Methods: A total of 75 overweight children were recruited, and randomly assigned into three groups: a-40 minute of high does-movement games as the experimental group A (n = 25), a-20 minute of low does-movement games as the experimental group B (n = 25), a- 40 minute of sedentary lifestyle condition as the control group (n = 25). The after-school program of cognitively engaging movement games was conducted 5 times a week for 10 consecutive weeks, with the heart rates being monitored using contact grips during the intervention period. A visual selective attention test, a health-related fitness test battery, and two academic performance tests were administered before and after the intervention. A two-way mixed-method analysis of variance and multiple regression were performed to test the study hypotheses, and all statistical analyses were conducted with a significance level (α) equal to .05. Results: The results of this study revealed that the experimental group A and B showed significant enhancements on visual selective attention and academic performance, with significant greater performance being seen as compared to the control group. However, no significant differences were observed between experimental groups A and B for any examined variables, suggesting that the exercise duration did not modulate the intervention effects. Changes in visual selective attention and muscular strength were found to be predictive for changes in mathematics and overall academic performance, whereas changes in Chinese language performance were significantly predicted by changes in visual selective attention performance. Conclusion: Taken together, the current findings indicate that cognitively engaging movement games can be utilized as a useful intervention for improving the visual selective attention, certain physical fitness (e.g., muscular fitness) and academic performance in overweight children. Although, suggesting that the dosage of exercise did not play a role in modulating the effects of interests. However, the results suggested that the current after-school physical activity can be considered as a basis for the design of physical education settings.