Shunding Hu, Peng Shi, Ziyun Zhang, Xiaosu Feng, Kai Zhang, Teng Jin
{"title":"Effects of open-skill exercise on executive functions in children and adolescents: a systematic review and meta-analysis.","authors":"Shunding Hu, Peng Shi, Ziyun Zhang, Xiaosu Feng, Kai Zhang, Teng Jin","doi":"10.3389/fnhum.2024.1495371","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>The research on the intervention of open-skill exercise on the executive functions of children and adolescents still requires quantitative synthesis, and there is inconsistency in the effects of intervention by strategic and interceptive skills, which are sub-divided from open-skill exercise. Therefore, this study systematically explores the aforementioned issues and examines the potential moderating factors in the effects of open-skill exercise intervention on executive functions.</p><p><strong>Methods: </strong>Computer searches of the CNKI, WOS, PubMed, ScienceDirect and SPORTDiscus databases were conducted. Two researchers independently screened the articles and extracted data, and used the bias risk assessment tool recommended by the Cochrane Collaboration Network and the Methodological Index for Non- Randomized Studies (MINORS) scale to assess included randomized controlled trials (RCTs) and quasi-experimental designs (QEDs). Statistical analyses were performed using Stata 16.0 software.</p><p><strong>Results: </strong>A total of 16 articles and 17 studies were included, comprising 11 RCTs and 6 QEDs. The participants were 1,298 children and adolescents aged 5 to 16. Open skill exercises have significant intervention effects (<i>p</i> < 0.01) on inhibitory control (<i>SMD</i> = -0.627, 95%<i>CI</i> = -0.890 to -0.363), working memory (<i>SMD</i> = -0.517, 95%<i>CI</i> = -0.768 to -0.266), and cognitive flexibility (<i>SMD</i> = -0.652, 95%<i>CI</i> = -1.085 to -0.219). The effects of strategic skill exercises are higher than those of interceptive skills, particularly in the dimension of inhibitory control (<i>SMD</i> = -0.707, 95%<i>CI</i> = -0.819 to -0.594, <i>p</i> < 0.05). In addition, moderate-intensity and higher-frequency exercises overall have a more positive effect on promoting executive functions (<i>p</i> < 0.05); interventions of 6 to 10 weeks are more effective for working memory (<i>p</i> < 0.05), while 30-min sessions are the most effective for working memory (<i>p</i> < 0.05), and sessions lasting 75 to 120 min are the most effective for cognitive flexibility (<i>p</i> < 0.05). Open-skill exercise has a more positive impact on inhibitory control in the 5-9 age group and on working memory in the 10-16 age group (<i>p</i> < 0.05); open-skill exercise, especially, has a more positive intervention effect on inhibitory control in the Eastern group (<i>p</i> < 0.05). Both Egger linear regression analyses and literature sensitivity analyses suggested that the Meta-analysis results were stable and reliable.</p><p><strong>Conclusion: </strong>Open-skill exercise has a positive intervention effect on executive functioning in children and adolescents, and strategic skill exercise interventions are more effective. In addition, the quantitative elements of exercise (intensity, frequency, and duration per session) and demographic factors (age and ethnicity) play a potential moderating role in this context. Based on this, it is recommended that children and adolescents choose more strategic open-skill exercises according to their actual situation and select appropriate quantitative exercise factors to maximize the enhancement of their executive functions.</p><p><strong>Systematic review registration: </strong>https://www.crd.york.ac.uk/prospero/#myprospero, CRD42025636714.</p>","PeriodicalId":12536,"journal":{"name":"Frontiers in Human Neuroscience","volume":"18 ","pages":"1495371"},"PeriodicalIF":2.7000,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11832504/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Frontiers in Human Neuroscience","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.3389/fnhum.2024.1495371","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/1/1 0:00:00","PubModel":"eCollection","JCR":"Q3","JCRName":"NEUROSCIENCES","Score":null,"Total":0}
引用次数: 0
Abstract
Background: The research on the intervention of open-skill exercise on the executive functions of children and adolescents still requires quantitative synthesis, and there is inconsistency in the effects of intervention by strategic and interceptive skills, which are sub-divided from open-skill exercise. Therefore, this study systematically explores the aforementioned issues and examines the potential moderating factors in the effects of open-skill exercise intervention on executive functions.
Methods: Computer searches of the CNKI, WOS, PubMed, ScienceDirect and SPORTDiscus databases were conducted. Two researchers independently screened the articles and extracted data, and used the bias risk assessment tool recommended by the Cochrane Collaboration Network and the Methodological Index for Non- Randomized Studies (MINORS) scale to assess included randomized controlled trials (RCTs) and quasi-experimental designs (QEDs). Statistical analyses were performed using Stata 16.0 software.
Results: A total of 16 articles and 17 studies were included, comprising 11 RCTs and 6 QEDs. The participants were 1,298 children and adolescents aged 5 to 16. Open skill exercises have significant intervention effects (p < 0.01) on inhibitory control (SMD = -0.627, 95%CI = -0.890 to -0.363), working memory (SMD = -0.517, 95%CI = -0.768 to -0.266), and cognitive flexibility (SMD = -0.652, 95%CI = -1.085 to -0.219). The effects of strategic skill exercises are higher than those of interceptive skills, particularly in the dimension of inhibitory control (SMD = -0.707, 95%CI = -0.819 to -0.594, p < 0.05). In addition, moderate-intensity and higher-frequency exercises overall have a more positive effect on promoting executive functions (p < 0.05); interventions of 6 to 10 weeks are more effective for working memory (p < 0.05), while 30-min sessions are the most effective for working memory (p < 0.05), and sessions lasting 75 to 120 min are the most effective for cognitive flexibility (p < 0.05). Open-skill exercise has a more positive impact on inhibitory control in the 5-9 age group and on working memory in the 10-16 age group (p < 0.05); open-skill exercise, especially, has a more positive intervention effect on inhibitory control in the Eastern group (p < 0.05). Both Egger linear regression analyses and literature sensitivity analyses suggested that the Meta-analysis results were stable and reliable.
Conclusion: Open-skill exercise has a positive intervention effect on executive functioning in children and adolescents, and strategic skill exercise interventions are more effective. In addition, the quantitative elements of exercise (intensity, frequency, and duration per session) and demographic factors (age and ethnicity) play a potential moderating role in this context. Based on this, it is recommended that children and adolescents choose more strategic open-skill exercises according to their actual situation and select appropriate quantitative exercise factors to maximize the enhancement of their executive functions.
背景：开放式技能训练对儿童青少年执行功能的干预研究尚需定量综合，作为开放式技能训练分支的策略技能和拦截技能对儿童青少年执行功能的干预效果并不一致。因此，本研究系统地探讨了上述问题，并考察了开放式技能训练干预对执行功能影响的潜在调节因素。方法：计算机检索中国知网、WOS、PubMed、ScienceDirect和SPORTDiscus数据库。两名研究人员独立筛选文章和提取数据，并使用Cochrane协作网络推荐的偏倚风险评估工具和非随机研究方法学指数（未成年人）量表评估纳入的随机对照试验（RCTs）和准实验设计（qed）。采用Stata 16.0软件进行统计学分析。结果：共纳入16篇文献和17项研究，包括11项rct和6项qed。参与者是1298名5至16岁的儿童和青少年。打开技能练习有明显的干预效应(p SMD = -0.627,95% ci = -0.890到-0.363),工作记忆(SMD = -0.517,95% ci = -0.768到-0.266),和认知灵活性(SMD = -0.652,95% ci = -1.085到-0.219)。战略技能练习的影响高于截断的技能,特别是在抑制性控制的维度(SMD = -0.707,95% ci = -0.819到-0.594,p p p p p 结论:Open-skill锻炼有积极干预影响执行能力在儿童和青少年,和战略技能锻炼干预更有效。此外，运动的数量因素（强度、频率和每次运动的持续时间）和人口因素（年龄和种族）在这方面发挥了潜在的调节作用。在此基础上，建议儿童青少年根据自己的实际情况选择更具策略性的开放式技能练习，选择合适的定量练习因素，最大限度地增强执行功能。系统评价注册：https://www.crd.york.ac.uk/prospero/#myprospero, CRD42025636714。
期刊介绍：
Frontiers in Human Neuroscience is a first-tier electronic journal devoted to understanding the brain mechanisms supporting cognitive and social behavior in humans, and how these mechanisms might be altered in disease states. The last 25 years have seen an explosive growth in both the methods and the theoretical constructs available to study the human brain. Advances in electrophysiological, neuroimaging, neuropsychological, psychophysical, neuropharmacological and computational approaches have provided key insights into the mechanisms of a broad range of human behaviors in both health and disease. Work in human neuroscience ranges from the cognitive domain, including areas such as memory, attention, language and perception to the social domain, with this last subject addressing topics, such as interpersonal interactions, social discourse and emotional regulation. How these processes unfold during development, mature in adulthood and often decline in aging, and how they are altered in a host of developmental, neurological and psychiatric disorders, has become increasingly amenable to human neuroscience research approaches. Work in human neuroscience has influenced many areas of inquiry ranging from social and cognitive psychology to economics, law and public policy. Accordingly, our journal will provide a forum for human research spanning all areas of human cognitive, social, developmental and translational neuroscience using any research approach.
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