| Summary: | 碩士 === 國立彰化師範大學 === 運動健康研究所 === 105 === Effects of 12-Week Table Tennis Training on Intelligence and Academic Achievement in the Fifth Graders: A Quasi-Experimental Design
Abstract
Purpose: This study was designed to investigate the effects of table tennis training program on intelligence in elementary school students. Methods: Participants were recruited from an elementary school in Changhua City. Two fifth-grade classes were randomly selected and were assigned to exercise and control groups. A total of 39 fifth graders participated in this study (excise group: n=20, 10.05±0.22 years old; control group: n=19, 10.05±0.23 years old). The table tennis training lasted 12 weeks and was offered on three mornings per week (7:50-8:30, 40 minutes per session, three times per week). The students in the control group were encouraged to maintain their daily routine and did not take part in any training courses. Before and after the intervention, the intelligence performance was assessed by Standard Progressive Matrices-Parallel (SPM-P). Independent t-tests were employed to test significant differences between the two groups at pre-test. A two-way mixed design ANOVA ( the between factor: groups; the within factor: time [pre-test and post-test]) was used to examine the effects of the 12-week table tennis program on the improvement of intelligence among school children. Results: No significant differences were observed in the intelligence performance and other socio-demographic variables at pre-test. Two-way mixed design ANOVA showed a time * group interaction effect (p=0.019). The simple main effect tests demonstrated that the intelligence performance at post-test was significantly higher than that at pre-test in the exercise group (p=0.001). In contrast, no significant changes were found in the control group. Conclusions: In sum, the 12-week table tennis training program is effective in improving intelligence among elementary school children.
Keywords: cognition, physical activity, exercise, intervention, IQ
|
|---|
