Effects of Weekly Basketball Training Distribution on Executive Function in Adolescents (VMBT-EF)
Effects of Volume-Matched Weekday-Distributed Versus Weekend-Concentrated Basketball Training on Executive Function in Adolescents: A Three-Arm Randomized Controlled Trial
his study examined whether different ways of distributing the same weekly amount of basketball training affect executive function in adolescents. A total of 120 adolescents were randomly assigned to one of three groups: weekday-distributed basketball training, weekend-concentrated basketball training, or a control group that continued its usual activities.
Participants in both basketball training groups completed 180 minutes of training per week for 8 weeks. The weekday-distributed group trained for 36 minutes per session, five days per week, whereas the weekend-concentrated group trained for 90 minutes per session, two days per week. Executive function was assessed before and after the intervention.
The study aimed to determine whether basketball training improves executive function compared with usual activities and whether distributing the same weekly training volume across weekdays produces different effects from concentrating the training on weekends.
研究概览
地位
研究类型
注册 (实际的)
阶段
- 不适用
联系人和位置
学习地点
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Shaanxi
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Xi'an、Shaanxi、中国、710021
- Xi'an Medical University
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参与标准
资格标准
适合学习的年龄
- 孩子
接受健康志愿者
描述
Inclusion Criteria:
- Aged 13 to 16 years at enrollment.
- Enrolled in the participating local middle school.
- Medically eligible to participate in moderate-to-vigorous physical exercise.
- No systematic basketball or other sport-specific training during the 3 months before enrollment.
- Normal or corrected-to-normal vision and able to complete the computerized cognitive tasks.
- Available to participate in the 8-week intervention and complete all scheduled assessments.
- Written informed consent provided by a parent or legal guardian and assent provided by the participant.
Exclusion Criteria:
- Any illness or musculoskeletal injury that could prevent safe participation in basketball training.
- Current participation in another structured exercise, sport-specific training, or cognitive-training program.
- Any visual, neurological, or other condition that could interfere with completion of the computerized cognitive tasks.
- Medical advice or contraindications against participation in moderate-to-vigorous physical exercise.
学习计划
研究是如何设计的?
设计细节
- 主要用途:其他
- 分配:随机化
- 介入模型:并行分配
- 屏蔽:单身的
武器和干预
参与者组/臂 |
干预/治疗 |
|---|---|
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实验性的:Weekday-Distributed Basketball Training
Participants completed 180 minutes of basketball training per week for 8 weeks.
The training was distributed across five weekday sessions, with each session lasting 36 minutes.
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Participants completed basketball training five days per week for 8 weeks.
Each session lasted 36 minutes, resulting in a total weekly training volume of 180 minutes.
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实验性的:Weekend-Concentrated Basketball Training
Participants completed 180 minutes of basketball training per week for 8 weeks.
The training was concentrated into two weekend sessions, with each session lasting 90 minutes.
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Participants completed basketball training two days per week for 8 weeks.
Each session lasted 90 minutes, resulting in a total weekly training volume of 180 minutes.
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无干预:Usual Activity Control
Participants maintained their usual daily activities and received no additional structured basketball training during the 8-week study period.
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研究衡量的是什么?
主要结果指标
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
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Change From Baseline in Flanker Reaction-Time Interference Effect
大体时间:Baseline and immediately after the 8-week intervention
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Inhibitory control was assessed using a computerized Flanker task at baseline and immediately after the intervention.
The reaction-time interference effect was calculated as the mean reaction time for incongruent trials minus the mean reaction time for congruent trials and was expressed in milliseconds.
Change from baseline was calculated as the post-intervention value minus the baseline value.
Lower interference scores indicate better inhibitory control, and a negative change indicates improvement.
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Baseline and immediately after the 8-week intervention
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Change From Baseline in 1-Back Task Accuracy
大体时间:Baseline and immediately after the 8-week intervention
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Working memory was assessed using a computerized 1-back task at baseline and immediately after the intervention.
Performance was measured as the percentage of correct responses, ranging from 0% to 100%.
Change from baseline was calculated as the post-intervention accuracy minus the baseline accuracy.
Higher accuracy scores indicate better working memory performance, and a positive change indicates improvement.
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Baseline and immediately after the 8-week intervention
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Change From Baseline in More-Odd Shifting Task Switching Cost
大体时间:Baseline and immediately after the 8-week intervention
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Cognitive flexibility was assessed using a computerized More-Odd Shifting task at baseline and immediately after the intervention.
Switching cost was calculated as the mean reaction time for switch trials minus the mean reaction time for repeat trials and was expressed in milliseconds.
Change from baseline was calculated as the post-intervention value minus the baseline value.
Lower switching-cost values indicate better cognitive flexibility, and a negative change indicates improvement.
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Baseline and immediately after the 8-week intervention
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合作者和调查者
研究记录日期
研究主要日期
学习开始 (实际的)
初级完成 (实际的)
研究完成 (实际的)
研究注册日期
首次提交
首先提交符合 QC 标准的
首次发布 (实际的)
研究记录更新
最后更新发布 (实际的)
上次提交的符合 QC 标准的更新
最后验证
更多信息
与本研究相关的术语
其他研究编号
- BBT-EF-001
计划个人参与者数据 (IPD)
计划共享个人参与者数据 (IPD)?
IPD 计划说明
药物和器械信息、研究文件
研究美国 FDA 监管的药品
研究美国 FDA 监管的设备产品
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