桌球運動課程對孩童執行功能之立即與延續效果

The immediate and sustained effects of table tennis program on executive function in children

緒論：先前研究已發現，健身運動介入對孩童執行功能有其正向影響，然過去多侷限於有氧健身運動型態，而對於協調性運動型態則鮮少了解。此外，過去研究主要探討健身運動介入後的立即效益，然對於其介入後的延續效益仍付之闕如。為此，本研究旨在探討桌球運動課程對孩童執行功能之立即與延續效果。方法：本研究以彰化市某國小的9-10歲學童作為實驗對象，隨機從單一年級中選取兩班作為實驗組（25人）與控制組（27人）。實驗組係以每週進行二次、每次50分鐘、為期十週的桌球運動課程；控制組則維持原先自習規畫，無任何健身運動介入。本研究於前、後，及追蹤時間點（介入後一個月）進行威斯康辛卡片分類測驗之量測，該測驗主在量測個體問題解決、認知彈性、工作記憶，及注意力等面向。結果：相較於控制組，實驗組於立即時間點有較佳固執性反應及固執性錯誤表現，這結果代表了桌球運動課程可增進個體之問題解決及認知彈性。然而，在其他指標上（例如：非固執性錯誤、概念水準反應、完成分數總數、維持組數的失敗）則無顯著差異性，意味了桌球運動課程對孩童執行功能表現係有其擇選性。另外，本研究亦發現，兩組別在追蹤時間點無顯著差異性，該結果代表該正向效益仍有時效性。結論：本篇研究支持協調性運動對孩童執行功能有立即性效果，這延伸過去研究證據並進一步釐清桌球運動課程與孩童執行功能之關聯，而本研究結果期望能提供未來建立提升孩童執行功能之健身運動處方。

Introduction: Previous studies have found that exercise positively affects executive function in children. However, most examined the effects of aerobic exercise, and little is currently known about the effects of coordination exercise. Furthermore, previous studies examining the effects of coordination exercise have been limited to immediate outcomes, with little exploration of sustained benefits. Therefore, this study explored the immediate and sustained effects of table tennis program on executive function in children. Methods: Participants aged 9-10 years at an elementary school in Changhua were recruited and randomly allocated to exercise (n = 25) and control (n = 27) groups. The exercise group participated in 50-minute table tennis program twice weekly for 10 weeks, while the control group maintained their normal routine activities. The Wisconsin Card Sorting Test was evaluated before the program (pre-test), immediately after the 10-week program (post-test), and one month after the program (follow-up). It primarily measures problem-solving, cognitive flexibility, working memory, and attention. Results: In the post-test examination, the exercise group showed improved perseverative responses and errors than the control group, indicating the immediate effects of table tennis program on problem-solving and cognitive flexibility. However, no significant differences were observed for other indicators (non-perseverative error, conceptual level responses, number of categories completed, or failure to maintain set) between groups, indicating selective effects of table tennis program on executive function. In addition, no significant differences between groups were observed for the follow-up examination, indicating that the positive benefits of table tennis program are only maintained in the short term. Conclusions: This study identified positive effects on executive function for table tennis program extending previous evidence to clarify further the relationship between coordination exercise and executive function in children. We expect these findings to provide a foundation for future exercise recommendations aimed at improving executive function in children.