Screen-based sedentary behavior (SSB) is a significant risk factor for the health of school-aged children, and guidelines recommend limiting SSB to 2 hr per day. This study aimed to examine association and potential mechanisms between SSB and executive function (EF) by comparing Stroop performance and frontal hemodynamic responses between children with and without excessive SSB. A total of 70 children aged 10 to 15 years were recruited and divided into two groups: excessive screen time (≥2 hr/day; n = 35; ES group) and normal screen time (<2 hr/day; n = 35; NS group). The Chinese version of the Adolescent Sedentary Activities Questionnaire was used to assess SSB, whereas EF was evaluated using the Stroop task. The frontal hemodynamic responses during the Stroop task were measured using functional near-infrared spectroscopy. The results indicated that the ES group had lower accuracy, longer reaction times, and greater activation in the bilateral dorsolateral prefrontal cortex (DLPFC) and left pre-supplementary motor area (Pre-SMA) compared with the NS group. Furthermore, significant correlations were observed between Stroop performance and cortical activation in the left DLPFC and Pre-SMA. These findings demonstrate that excessive SSB is associated with poor EF, which may be explained by a decrease in neural efficiency of the left DLPFC and Pre-SMA.

久坐行为的大规模流行及其对儿童青少年健康的不良影响已成为备受国际关注的公共卫生问题,但久坐行为与儿童青少年执行功能的关系目前尚不明确.聚焦于认知健康和学业发展处于关键期的学龄儿童群体,从久坐时间和内容维度出发,总结了久坐总时间与学龄儿童执行功能、特定久坐行为与学龄儿童执行功能以及久坐行为与学龄儿童大脑结构及功能的关系;通过对现有研究分析,认为久坐行为与学龄儿童执行功能的关系可能会因久坐行为内容或执行功能成分的不同而有所区别,其中基于屏幕的久坐行为与学龄儿童执行功能可能存在负向关联.

Background: The prevalence of sedentary behavior in adolescents has aroused social attention. The association between sedentary behavior and cognitive flexibility remains unclear, and it may vary depending on the type of sedentary behavior. This study aimed to investigate the associations between specific-type sedentary behaviors and cognitive flexibility in adolescents.Method: A total of 700 Chinese adolescents aged 10-15 years were recruited. The self-report questionnaire was used to assess total sedentary time, recreational screen-based sedentary time, and educational sedentary time. The More-odd shifting task was used to assess cognitive flexibility.Results: The correlation analysis showed that recreational screen-based sedentary time was negatively correlated with cognitive flexibility, whereas educational sedentary time was positively correlated with cognitive flexibility. The regression analysis also further revealed that a significantly negative association between recreational screen-based sedentary time and cognitive flexibility, while a significantly positive association existed between educational sedentary time and cognitive flexibility.Conclusion: The findings shown that the association between recreational screen-based sedentary behavior and cognitive flexibility differs from educational sedentary behavior in adolescents, providing new ideas for a more comprehensive understanding of the association between sedentary behavior and cognitive flexibility in adolescents.

选取河南省320名学龄儿童为研究对象,采用儿童青少年静坐行为问卷和体力活动问卷调查其屏前静坐行为和体力活动,并运用More-odd shifting任务评估认知灵活性,探讨屏前静坐行为与学龄儿童认知灵活性的关系,以及体力活动在两者关系间的中介作用.结果表明:(1)屏前静坐行为与认知灵活性存在显著负向关联;(2)屏前静坐行为通过体力活动影响认知灵活性的间接效应为-0.0017,其95％置信区间为[-0.0049,-0.0001]且不包含零,体力活动在屏前静坐行为与学龄儿童认知灵活性之间存在部分中介作用;(3)各组在转换正确率和不转换正确率方面的差异具有统计学意义,体力活动水平较高的学龄儿童在认知灵活性方面显著优于体力活动水平较低儿童,且屏前静坐行为对认知灵活性的不利影响在体力活动水平较低的学龄儿童群体中更为明显.

通过对《澳大利亚课程:健康与体育课程(F-10)8.2版》(以下简称《课程标准8.2版》)解读,发现澳大利亚通用素养之所以在健康与体育课程中得到有效落实,是通过以下路径实现:(1)通用素养横贯健康与体育课程及其他学科领域;(2)拓宽以学校教育为主的培育场域;(3)重视信息素养培育和健康与体育课程教学的融合;(4)设置具体的评价标准和可操作性表现样例.得出启示:(1)颁布以学生发展核心素养为依据的国家课程标准,实现学生德智体美劳全面发展;(2)创设学校-家庭-社区一体化协同育人环境,实现全方位全过程育人目标;(3)将课程思政植入体育与健康课程,形成体育运动与思政教育协同育人的联动机制;(4)借助信息技术创设各种情境的体育活动,实现学生创新思维和实践能力的培养.