改善不同类型学习困难小学生脑执行功能的运动干预方案开发与实证研究

目的：探讨分类研发的运动干预方案对不同类型学习困难小学生脑执行功能改善的有效性，进而为促进小学生脑执行功能健康发展提供可选择的精准运动干预方案。方法：依据运动干预改善小学生脑执行功能发展的多路径理论，针对不同类型学习困难小学生脑执行功能发育特征，分别开发"趣味游戏+花样跳绳+花样跑步"（针对语困小学生）、"合作游戏+武术操+花样踢毽"（针对数困小学生）、"篮球"（针对双困小学生）运动干预方案，采用2（组别：实验组、对照组）×2（类型：学困小学生、普通小学生）×2（时间：前测、后测）三因素混合实验设计，实验组实施10周的运动干预，对照组进行常规体育课内容，实验前、后采用脑执行功能测量工具全面评价不同类型学习困难和普通小学生的脑执行功能。结果：（1）从脑执行功能发育特征上看：语困小学生的刷新功能水平低于普通小学生，且具有非常显著性差异，抑制、转换功能与普通小学生无显著性差异；数困小学生的抑制功能水平低于普通小学生，且具有非常显著性差异，刷新、转换功能与普通小学生无显著差异；双困小学生的抑制功能、刷新功能和转换功能水平均低于普通小学生，且均具有显著性差异。（2）从运动干预方案的有效性上看："趣味游戏+花样跳绳+花样跑步"方案能够有效改善语文学习困难和普通小学生的刷新功能；"合作游戏+武术操+花样踢毽"方案能够有效改善数学学习困难和普通小学生的抑制功能；"篮球"方案能够有效改善双困和普通小学生的抑制、刷新和转换功能。（3）从脑执行功能的改善效果上看："趣味游戏+花样跳绳+花样跑步"方案对语文学习困难小学生刷新功能的改善效果优于普通小学生；"合作游戏+武术操+花样踢毽"方案对数学学习困难小学生抑制功能的改善效果优于普通小学生；"篮球"方案对双困小学生抑制、刷新和转换功能的改善效果优于普通小学生。结论：（1）语文学习困难小学生刷新功能发育水平低于普通小学生，数学学习困难小学生抑制功能发育水平低于普通小学生，双困小学生抑制、刷新、转换功能发育水平均低于普通小学生。（2）分类开发的运动干预方案能够针对性的、有效的改善不同类型学习困难小学生的脑执行功能，且改善效果优于普通小学生。

Developmental and Empirical Study of Exercise Intervention Program for Improving Executive Function of Pupils with Learning Difficulties

The objective of the study was to explore the effect of exercise intervention program on the executive function (inhibition, updating and shifting)of children with learning disabilities (Three types:children with Chinese learning difficulties, children with mathematical difficulties, children with Chinese learning and mathematics both difficult). Three types of children with learning disabilities and normal children were intervened with the three exercise programs "Funny Games + Skipping + Running (FSR)", "Cooperative Games + Martial Arts + Skipping (CMS)" and "Basketball" for 10 weeks. All participants were accessed with executive function tests (Flanker task, 1-back task and more-odd shifting task)both at baseline and after 10 weeks. The results showed that:(1)Compared to the control children, the updating was lower in children with language difficulties; inhibition was lower in children with mathematical difficulties; executive function was lower in children with both Chinese learning and mathematics difficult. (2)Compared to control children, the FSR program had a positive impact on updating in children with Chinese learning difficulties and normal children; the CMS program had positive influence on inhibition in children with and normal children; basketball program benefited on executive function in children with Chinese learning and mathematics difficult and normal children. (3)Compared to the normal children, the effect of FSR program on updating was better in children with Chinese learning difficulties; the effect of CMS program on inhibition was better in children with mathematical difficulties; the effect of basketball program on executive function was better in children with Chinese learning and mathematics difficult. It could be concluded that the targeted exercise programs caould improve the executive function of children with different types of learning disabilities and normal children. Above all, the effects of the targeted exercise programs on executive function in children with learning difficulties were better than the effects in normal children.