Effects of classroom-based active breaks on cognition, sitting and on-task behaviour in children with intellectual disability: a pilot study.

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第一作者： E,Mazzoli

第一单位： Institute for Physical Activity and Nutrition, Faculty of Health, Deakin University, Geelong, Victoria, Australia.

作者： E,Mazzoli ^[1] ; J,Salmon ^[2] ; C,Pesce ^[1] ; W-P,Teo ^[3] ; N,Rinehart ^[1] ; T,May ^[4] ; L M,Barnett ^[5]

作者单位： Institute for Physical Activity and Nutrition, Faculty of Health, Deakin University, Geelong, Victoria, Australia. ^[1] School of Health and Social Development, Faculty of Health, Deakin University, Geelong, Victoria, Australia. ^[2] Department of Movement, Human and Health Sciences, University of Rome 'Foro Italico', Rome, Italy. ^[3] Physical Education and Sports Science (PESS) Academic Group, National Institute of Education (NIE), Nanyang Technological University, Singapore. ^[4] Deakin Child Study Centre, Faculty of Health, Deakin University, Geelong, Victoria, Australia. ^[5] Department of Paediatrics, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia. ^[6]

关键词 executive functions inhibition physical activity intervention sedentary behaviour special schools working memory

主题词儿童(Child);认知(Cognition);女(雌)性(Female);人类(Humans);男(雄)性(Male);试点项目(Pilot Projects);院校(Schools)

DOI 10.1111/jir.12826

PMID 33719112

发布时间 2022-05-31

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