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題名:急性有氧與阻力健身運動對叫色測驗之影響:事件關聯電位之研究
作者:王俊智 引用關係
作者(外文):Chun-Chih Wang
校院名稱:國立體育大學
系所名稱:競技與教練科學研究所
指導教授:張育愷
學位類別:博士
出版日期:2015
主題關鍵詞:急性有氧健身運動急性阻力健身運動事件關聯電位執行功能叫色測驗acute aerobic exerciseacute resistance exerciseevent-related potentialexecutive functionStroop Test
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本研究主要目的為探討急性有氧與阻力健身運動對叫色測驗之影響。次要目的為以電生理之視角,探討急性有氧與阻力健身運動增進認知表現的潛在機制。本研究招募13位年輕人為實驗參與者,並使用平衡次序法將其分配至有氧健身運動、阻力健身運動,以及閱讀等三種情境。實驗參與者在不同情境介入後,進行叫色測驗,並同時測量事件關聯電位的P3成分。有氧健身運動情境需進行30分鐘的腳踏車運動,其內容包含5分鐘的暖身、緩和,以及20分鐘60-70%儲備心跳率之強度腳踏車運動。阻力健身運動則是進行兩組70%最大反覆之強度,共7個肌群。實驗參與者於閱讀情境則需閱讀運動相關之書籍。本研究結果顯示,相較於閱讀情境,有氧運動與阻力運動皆未發現顯著較短的反應時間與較高的準確率。P3振幅在急性氧健身運動後,顯著大於閱讀情境。然而,阻力運動未發現相似的結果。相較於閱讀情境,兩種型態之健身運動皆未顯著改變P3潛伏時間。本研究結論指出,急性有氧健身運動可透過增進注意力資源的分配,進而改善認知功能,而急性健身運動誘發認知功能的改變與運動型態有關。
The primary purpose of this study was to explore the effects of acute aerobic and resistance exercise on Stroop Test outcomes. The secondary purpose was to examine the potential electrophysiological mechanisms underlying the beneficial effect of acute exercise on cognitive performance. Thirteen young adults were recruited and randomly assigned to one of three treatments (aerobic exercise, resistance exercise, and reading control), and the treatments were counterbalanced. All participants were instructed to perform the Stroop Test, and the P3 event-related potential was simultaneously measured following treatment cessation. Participants in the aerobic exercise condition were required to perform 30 min of steady-state exercise, including a 5-min warm up, 5-min cool down and 20 min of exercise at an intensity of 60-70% of the heart rate reserve. In the resistance exercise condition, participants were required to perform two sets of repetitions at 70% of the individual’s 1-repetition load for seven types of resistance exercises. Participants in the reading condition were required to read an exercise-related magazine for 30 min. The results of present study revealed that RTs and accuracy rates were unchanged following both aerobic exercise and resistance exercise compared with reading. Larger P3 amplitudes were found following acute aerobic exercise compared with reading but not following resistance exercise. P3 latency did not change significantly following either exercise compared with reading. In conclusion, acute aerobic exercise improved cognition through the increased allocation of attentional resources. In addition, the alternations of cognitive function elicited by acute exercise might depends on exercise modality.
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