An Experimental Study Of The Effects Of Multi-directional Movement Training On The Executive Function Of Elementary School Students

Objective: This paper intends to determine the effect of multidirectional movement training on the executive function of elementary school students through a12-week multidirectional movement training intervention,to investigate the research theory of multidirectional movement training,and to provide a scientific and practical basis for promoting the development of executive function in elementary school students.Research Method: In this study,40 elementary school students in two fifth grade classes at Qisheng Experimental School in Zhangdian District,Zibo City,Shandong Province,were randomly selected as subjects and randomly divided into an experimental group(10 males,10 females)and a control group(10 males,10 females).Before the experiment,the subjects were tested on the Stroop Color Word Naming Test,the TMT Traditional Connectedness Test and the Rey-Osterrieth Complex Graph Test to determine the homogeneity of the executive functions of the two groups by using the SPSS software.During the experiment,both experimental interventions were conducted in a physical education classroom for a total of 12 weeks,three times a week for 35 minutes each time.The experimental group performed multidirectional movement training during the intervention,while the control group performed regular physical education during the intervention.At the end of the experimental period,executive function was tested using the Stroop Color Word Naming Test,the TMT Traditional Connections Test,and the Rey-Osterrieth Complex Figures Test for the two groups of subjects,respectively.Paired-samples t-tests were used to analyze the within-group changes in executive function before and after the intervention in each group,and independent-samples t-tests were used to compare the between-group differences in the post-intervention levels of the indicators in each group,as a way to investigate the effects of multidirectional movement training on the executive function of elementary school students.Results:(1)The independent samples t-test analysis revealed that there was homogeneity in the physical fitness indicators between the two groups(p > 0.05).(2)Using independent samples t-test to compare and analyze the data of the three indicators of executive function in the two groups on the experimental pre-test,compared with the control group,there was a significant difference between the indicators of time spent and number of errors in the Stroop color word test A,B,C and D groups in the experimental group in the inhibition function(p>0.05);there was no significant difference between the indicators of group A and group B in the TMT test in the transformation function(p>0.05);working memory Rey-Osterrich complex graph test 30 s score and 30 min score indicators were not significantly different(p>0.05).(3)The effect of 12-week multidirectional movement training on the experimental group’s executive function was analyzed by paired-samples t-test to compare the test data of three indicators of executive function before and after the experimental group.Compared with the experimental group before the intervention,the indicators of time spent and number of errors in the Stroop color word test A,B,C,and D groups of the elementary school students’ inhibition function were significantly higher after the 12-week experimental intervention(p < 0.05);conversion function The indicators of the TMT test of conversion function group A and group B were significantly improved(p < 0.05);the 30 s score of Rey-Osterrich complex graph test of working memory was significantly improved(p < 0.05)The 30 min scores of all indicators were not significantly different(p > 0.05).(4)The effect of 12 weeks of regular physical education on executive function in the control group was analyzed by paired-samples t-test to compare the data of three indicators of executive function before and after the experiment in the control group.Compared with the control group before the intervention,there was no significant difference between the indicators of time spent and number of errors in the Stroop color word test A,B,C and D groups in the inhibition function of elementary school students after the 12-week experimental intervention(p>0.05);conversion Function TMT test group A and group B indicators are not significantly different(p>0.05);working memory Rey-Osterrich complex graph test 30 s score and 30 min score indicators are not significantly different(p>0.05).(5)Using independent samples t-test to compare and analyze the experimental post-test data of the three indicators of executive function in the two groups,compared with the control group,the indicators of time spent and number of errors in the Stroop color word test A,B,C and D groups were significantly higher in the experimental group of inhibition function(p < 0.05);the indicators of group A and group B in the conversion function TMT test were significantly higher(p < 0.05);working memory Rey-Osterrich complex graphics test 30 s score significantly improved(p < 0.05)30min score all indicators were not significantly different(p >0.05).Conclusions:Multi-directional movement training significantly improved the inhibitory,transformational,and working memory capacity of executive functions in elementary school students.The positive effects of multidirectional movement training on the executive functions of elementary school students were more significant than those of conventional physical education programs.