The authors performed a clustered randomized controlled trial to investigate the effects of an aerobic and a cognitively demanding exercise intervention on executive functions in primary-school-age children compared with the regular physical education program (N = 856). They hypothesized that both exercise interventions would facilitate executive functioning, with stronger effects for the cognitively demanding exercise group. The interventions were provided four times per week for 14 weeks. Linear mixed models were conducted on posttest neurocognitive function measures with baseline level as covariate. No differences were found between the exercise interventions and the control group for any of the measures. Independently of group, dose of moderate to vigorous physical activity was positively related to verbal working memory and attention abilities. This study showed that physical exercise interventions did not enhance executive functioning in children. Exposure to moderate to vigorous physical activity is a crucial aspect of the relationship between physical activity and executive functioning.

作者进行了一项集群随机对照试验，以研究与常规体育课程相比，有氧运动和认知要求较高的运动干预对小学学龄儿童执行功能的影响（N = 856）。他们假设这两种运动干预都会促进执行功能，对认知要求高的运动组有更大的影响。每周提供四次干预，持续 14 周。以基线水平作为协变量对后测神经认知功能测量进行线性混合模型。在任何措施方面，运动干预组和对照组之间均未发现差异。独立于组别，中等至剧烈体育活动的剂量与语言工作记忆和注意力能力呈正相关。这项研究表明，体育锻炼干预并没有增强儿童的执行功能。进行中度到剧烈的体力活动是体力活动与执行功能之间关系的一个重要方面。