【家庭醫學】~ 兒童的身體活動/體適能 和 腦部發育

上週一個神經內科的朋友問我，為什麼幫小朋友排那麼多體能活動？是不是為了幫助他們腦部發育？

在她問我之前，根本沒想過這個問題耶！所以趁週末的空檔，念了一些文獻，來了解一下，現在也分享給大家。

※ 其實我也沒排很多體能活動吧？除了學校本來就有的體育課之外，一路以來學過的有體操、桌球、網球、羽球、游泳，假日會帶去爬山、攀岩館、游泳池、騎單車等等。

以下就是偷懶看的兩篇文章：都是review paper (看別人整理好的比較快一點)

Chaddock L, Pontifex MB, Hillman CH, Kramer AF. A review of the relation of aerobic fitness and physical activity to brain structure and function in children. J Int Neuropsychol Soc. 2011 Nov;17(6):975-85. doi: 10.1017/S1355617711000567. PMID: 22040896.

Khan NA, Hillman CH. The relation of childhood physical activity and aerobic fitness to brain function and cognition: a review. Pediatr Exerc Sci. 2014 May;26(2):138-46. doi: 10.1123/pes.2013-0125. Epub 2014 Apr 10. PMID: 24722921.

其實兩篇的結論都很類似，就是身體的活動或是有氧適能，會讓腦部的結構和功能 (特別是認知功能) 較好；人的大腦要到三十歲左右才完全發育，青春期前是大腦結構和功能改變的重要時刻，所以快帶你的孩子出去動一動！

※ 大家應該還記得兒童及青少年，活動量的建議吧？

一週內每天「平均」60分鐘以上，中到高強度的運動，並以有氧運動為主。

新來的朋友，可以去回顧一下之前的文章
https://www.facebook.com/FMOMdoctor/posts/2937191343178586?__tn__=%2CO*F

最後，一定會有人問到你腦長好了，不代表學業成績會不錯呀！特別是台灣還是以學業成績為導向，把時間拿去運動，不就課業一落千丈？

其實我也很好奇，不過目前沒看到東方人的研究結果；比較完整的研究報告是美國疾管署 (CDC) 的文章，還有一篇系統性回顧的文獻。

https://www.cdc.gov/healthyyouth/health_and_academics/pdf/pa-pe_paper.pdf

Rasberry, Catherine N., et al. "The association between school-based physical activity, including physical education, and academic performance: a systematic review of the literature." Preventive medicine 52 (2011): S10-S20.

結果就是體能活動和學業表現是有正相關的，但還沒達到統計學上的意義。就看大家信或不信囉？

總之我是信了，在課業壓力不大的幼兒園、國小階段，能讓他們多接觸一些不同的體能活動，進而培養出運動的習慣，應該是現階段我能送給他們最好的禮物吧？而且能受用一生。

#其實是自己愛往外跑

帶孩子去爬山吧！⛰
這些研究的結論都說有氧運動有助於孩子大腦質量發展！📈提高他們的注意力、執行能力、神經反應、學習力、判斷力！

小釩老師今天不工作、目前爬40分鐘了！feeling good ! 🌻

Altenburg TM, Chinapaw MJ, and Singh AS. 2015. Effects of one versus two bouts of moderate intensity physical activity on selective attention during a school morning in Dutch primary schoolchildren: A randomized controlled trial. J Sci Med Sport. pii: S1440-2440(15)00236-4.

Ardoy DN, Fernández-Rodríguez JM, Jiménez-Pavón D, Castillo R, Ruiz JR, and Ortega FB. 2014. A physical education trial improves adolescents' cognitive performance and academic achievement: the EDUFIT study. Scand J Med Sci Sports. 24(1):e52-61

Chaddock-Heyman L, Hillman CH, Cohen NJ, and Kramer AF. 2014. III. The importance of physical activity and aerobic fitness for cognitive control and memory in children. Monogr Soc Res Child Dev. 79(4):25-50.

Colcombe, S. & Kramer, A.F. 2003. Fitness effects on the cognitive function of older adults: A meta-analytic study. Psychological Science, 14, 125-130.

Cotman, C.W. & Berchtold, N.C. 2002. Exercise: a behavioral intervention to enhance brain health and plasticity. Trends in Neurosciences, 25 (6), 295-301.

Davis CL, Tomporowski PD, Boyle CA, Waller JL, Miller PH, Naglieri JA, Gregoski M. 2007. Effects of aerobic exercise on overweight children's cognitive functioning: a randomized controlled trial. Res Q Exerc Sport. 78(5):510-9.

Davis CL, Tomporowski PD, McDowell JE, Austin BP, Miller PH, Yanasak NE, Allison JD, Naglieri JA. 2011.Exercise improves executive function and achievement and alters brain activation in overweight children: A randomized, controlled trial. Health Psychol. 30(1):91-8

Dietrich, A. & Sparling, P.B. 2004. Endurance exercise selectively impairs prefrontal-dependent cognition. Brain and Cognition, 55 (3), 516-524.

Drollette ES, Scudder MR, Raine LB, Moore RD, Saliba BJ, Pontifex MB, Hillman CH. 2014. Acute exercise facilitates brain function and cognition in children who need it most: an ERP study of individual differences in inhibitory control capacity. Dev Cogn Neuroscience 7:53-64.

Fedewa AL and Ahn S. 2011. The effects of physical activity and physical fitness on children's achievement and cognitive outcomes: a meta-analysis. Res Q Exerc Sport. 82(3):521-35.

Guiney H and Machado L. 2012. Benefits of regular aerobic exercise for executive functioning in healthy populations. Psychonomic Bulletin & Review. DOI 10.3758/s13423-012-0345-4.

Howie EK, Schatz J, and Pate RR. 2015. Acute Effects of Classroom Exercise Breaks on Executive Function and Math Performance: A Dose-Response Study. Res Q Exerc Sport. 86(3):217-24.

Kamijo K, Takeda Y, Takai Y, Haramura M. 2015. Greater aerobic fitness is associated with more efficient inhibition of task-irrelevant information in preadolescent children. Biol Psychol. 110:68-74.

Kamijo K, Pontifex MB, O’Leary KC, Scudder MR, Wu C-T, Castelli DM, and Hillman CH. 2011. The effects of an afterschool physical activity program on working memory in preadolescent children. Dev Sci. 14(5): 1046–1058.

Keely TJH and Fox KR. 2009. The impact of physical activity and fitness on academic achievement and cognitive performance in children. Int Rev Sports Exercise Physiology 2(2): 198-214.

Hillman CH, Pontifex MB, Castelli DM, Khan NA, Raine LB, Scudder MR, Drollette ES, Moore RD, Wu CT, Kamijo K. 2014. Effects of the FITKids Randomized Controlled Trial on Executive Control and Brain Function. Pediatrics pii: peds.2013-3219. [Epub ahead of print]

Hillman CH, Buck SM, Themanson JR, Pontifex MB, Castelli DM. 2009a. Aerobic fitness and cognitive development: Event-related brain potential and task performance indices of executive control in preadolescent children. Dev Psychol. 45(1):114-29.

Hillman CH, Pontifex MB, Raine LB, Castelli DM, Hall EE, Kramer AF. 2009b. The effect of acute treadmill walking on cognitive control and academic achievement in preadolescent children. Neuroscience. 159(3):1044-54.

Hillman CH, Castelli DM, and Buck SM. 2005. Aerobic fitness and neurocognitive function in healthy preadolescent children. Medicine and science in sports and exercise 37(11): 1967-1974.

Kramer AF, Colcombe SJ, McAuley E, Scalf PE, and Erickson KI. 2005. Fitness, aging and neurocognitive function. Neurobiol Aging. 2005 Dec;26 Suppl 1:124-7.

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