六週音樂活動介入體育課對大學生執行功能的影響

The Impact of a 6-Week Music Intervention in Physical Education Classes on University Students' Executive Functioning

目的：本研究藉由對比有無音樂活動介入體育課，對大學生的執行功能是否有影響。方法：本研究目選取30名有參與體育課的大學生為實驗參與者，其中10名體育系（每週3次有氧舞蹈課程）學生、20名一般大學生（一週一次體育課，10名參與有氧舞蹈課程、10名參與球類課程）進行測驗。執行功能採用倫敦塔實驗，分別于第一週課後與第六週課後進行測驗，記錄其每次測驗的實際移動次數及執行時間等指標，爾後使用SPSS20.0進行混和設計雙因數變異數分析（前後測與不同組別）。結果：結果發現體育系組、有氧舞蹈組及一般體育組在倫敦塔3步的情境中，第六週的執行時間皆明顯優於第一週，而5步的情境中，前兩組在執行時間上皆有進步，有氧舞蹈組在移動次數上也有顯著進步，但一般體育組則不論執行時間或移動次數皆有退步的趨勢。結論：根據本研究結果，不論有無音樂活動介入皆能提升簡單情境中大學生的執行功能，但在較為複雜情境，音樂活動介入則能有效提升大學生的執行功能。

Purpose: This study aims to explore the impact of music activity interventions in physical education classes on the executive function of university students by comparing groups with and without music activities. Methods: A total of 30 university students participating in physical education courses were selected for the study. The sample included 10 students from the Physical Education Department (who attended three aerobic dance classes per week) and 20 general university students (who attended one physical education class per week, with 10 participating in aerobic dance classes and 10 in ball games). The Tower of London test was used to assess executive function. Tests were conducted after the first and sixth weeks of classes, recording the number of moves and execution time for each session. The data was analyzed using SPSS 20.0 for mixed-design two-way ANOVA (pre- and post-tests across different groups). Results: The findings revealed that all groups, including the Physical Education group, the Aerobic Dance group, and the General Physical Education group, showed significant improvements in execution time for three-step tasks in the Tower of London test by the sixth week compared to the first week. In the more complex five-step tasks, both the Physical Education and Aerobic Dance groups showed progress in execution time, with the Aerobic Dance group also demonstrating significant improvement in the number of moves. However, the General Physical Education group showed a decline in both execution time and the number of moves in more complex scenarios. Conclusion: Based on these results, it can be concluded that music activity interventions in physical education classes can enhance university students' executive function in simple tasks. Furthermore, music activities effectively improve students' executive function in more complex tasks, indicating that incorporating music into physical education may provide additional cognitive benefits for complex scenarios.