The effect of matinal active walking on cognitive, fine motor coordination task performances and perceived difficulty in 12-13 young school boys

Abstract Aim: The current study examined the relationship between cognitive performances (executive function, selective attention and reaction time), fine motor coordination skills and perceived difficulty after active transport to school. Method: Fifteen right-handed children’s underwent session, 15-min walking session at 30% (WS1) and 15-min walking session (WS2) at 50% of maximal aerobic speed. Subjects performed tests to evaluate executive function, reaction time and selective attention. After each trial, a questionnaire of perceived difficulty (PD) was completed. Results: Average time in TMT part A (F(2,22) = 4.44; p = 0.024; η2= 0.288) and TMT part B (F(2,22) = 4.54; p = 0.022; η2= 0.292), and committed errors (F(2,22) = 7.78; p = 0.003; η2= 0.414) was improved after walking sessions in comparison by CS. The mean scores were significantly higher after walking sessions for both long and short-distance throws (p < 0.05). Moreover, a significant negative correlation was found between committed errors (TMT part B) and both dart throwing consistency and accuracy (r = - 0.6; r = - 0.64; p < 0.05) (respectively). Post-hoc analysis showed that PD was better after walking sessions with low intensity for both short and long throwing distance. However, it seems that walking session with sustained intensity allows speed and accuracy improvement of cognitive processing. Conclusion: Thus, active walking to school with low intensity was sufficient to produce positives changes in psychomotor performance and decrease in perceived difficulty scores. By including individual differences in gross motor coordination as well as physical activity level, the exact nature of the link between psychomotor skills and cognitive performance could be more addressed.

摘要：本研究旨在探讨主动步行上学后，认知表现（执行功能、选择性注意与反应时）、精细动作协调能力与主观感知难度之间的关联。方法：15名右利手儿童完成三项实验环节：分别为15分钟30%最大有氧速度步行训练（WS1）、15分钟50%最大有氧速度步行训练（WS2），以及对照组（CS）。受试者完成用以评估执行功能、反应时与选择性注意的相关测试，每项实验环节结束后，均需填写主观感知难度（Perceived Difficulty, PD）问卷。结果：与对照组相比，步行训练后受试者在连线测试（Trail Making Test, TMT）A部分（F(2,22)=4.44；p=0.024；η²=0.288）、B部分（F(2,22)=4.54；p=0.022；η²=0.292）的平均完成时间，以及错误数（F(2,22)=7.78；p=0.003；η²=0.414）均得到显著改善。长、短距离投掷任务的平均得分在步行训练后均显著升高（p<0.05）。此外，连线测试B部分的错误数与飞镖投掷的一致性及准确性均呈显著负相关（相关系数r分别为-0.6、-0.64，均p<0.05）。事后分析显示，低强度步行训练后，短、长距离投掷任务的主观感知难度评分均更优；而中等强度步行训练则可提升认知加工的速度与准确性。结论：综上，低强度步行上学即可显著改善精神运动表现，并降低主观感知难度评分。未来可结合大肌肉协调能力与身体活动水平的个体差异，进一步深入阐释精神运动技能与认知表现之间关联的具体机制。