游戏化体育活动对小学生感觉统合失调的影响

文献信息

中文摘要

本研究探讨了游戏化体育活动干预对6-7岁感觉统合失调儿童感觉统合能力与体质健康的影响。来自中国某小学的40名一年级学生被随机分配到干预组或对照组。干预组参加为期12周的游戏化运动方案，每周两次，每次60分钟，而对照组参加常规体育课。干预前后对两组均进行感觉统合与体质健康评估。重复测量方差分析显示，前庭功能、触觉防御和本体感觉存在显著交互效应（均p < .001），但学习能力无显著交互效应（p = .794）。卡方分析表明前庭功能的恢复率有显著改善（p < .001），而触觉防御、本体感觉和学习能力未见显著变化（分别为p = .281、p = .178、p = .985）。此外，重复测量方差分析显示50米跑、一分钟跳绳和闭眼单腿站立存在显著交互效应（均p < .001），但立定跳远和坐位体前屈无显著交互效应（p = .070、p = .868）。这些发现提示，游戏化体育活动干预可显著改善感觉统合失调一年级儿童的感觉统合能力与体质健康。

英文摘要

This study investigated the effects of a gamified physical activity intervention on sensory integration ability and physical fitness in children aged 6-7 years with sensory integration dysfunction. Forty first-grade students from a primary school in China, were randomly assigned to either an intervention group or a control group. The intervention group participated in a 12-week gamified exercise program conducted twice per week for 60 min per session, while the control group attended regular physical education classes. Pre- and post-intervention assessments were conducted for both sensory integration and physical fitness. Repeated measures ANOVA revealed significant interaction effects for vestibular function, tactile defensiveness, and proprioception (all p < .001), but not for learning ability (p = .794). Chi-square analyses indicated a significant improvement in the recovery rate of vestibular function (p < .001), whereas tactile defensiveness, proprioception, and learning ability showed no significant changes (p = .281, p = .178, p = .985, respectively). Additionally, repeated measures ANOVA demonstrated significant interaction effects for the 50-m sprint, one-minute rope skipping, and one-leg stance with eyes closed (all p < .001), but not for standing long jump or sit-and-reach (p = .070, p = .868). These findings suggest that gamified physical activity interventions can produce significant improvements in both sensory integration ability and physical fitness among first-grade children with sensory integration dysfunction.