Experimental study on the effects of physical fitness activities on body control and emotional state of children aged 3-6 years
体质健身活动对3~6岁儿童身体控制力和情绪状态影响的实验研究

INTRODUCTION
介绍

1.1 Introduction
1.1 简介

The early years of childhood, particularly the period between 3 and 6 years of age, represent a critical phase for rapid development across multiple domains, including physical, cognitive, and emotional aspects. This period is often referred to as the "golden age" due to its profound impact on future development (Timmons et al., 2007). During this stage, children's body control abilities are developing at a remarkable pace, and research indicates that the physical capabilities demonstrated during these early years are strongly correlated with physical abilities measured decades later (Strong et al., 2005; Janssen and LeBlanc, 2010).
童年早期，特别是 3 岁至 6 岁期间，是身体、认知和情感等多个领域快速发展的关键阶段。由于对未来发展的深远影响，这一时期通常被称为“黄金时代”（Timmons et al., 2007）。在这个阶段，儿童的身体控制能力正在以惊人的速度发展，研究表明，早期表现出的身体能力与几十年后测量的身体能力密切相关（Strong等，2005；Janssen和LeBlanc，2010） 。

The preschool years serve as the foundation for individual development, and fostering body control abilities during this period is crucial. It represents a key opportunity to address issues such as weak consciousness and poor impulse inhibition in young children. Developing these skills can significantly enhance children's ability to adapt to different learning tasks, environments, and social situations as they progress through various educational stages (Pate et al., 2004; Timmons et al., 2007; Oliver et al., 2007; Hinkley et al., 2008).
学龄前阶段是个体发展的基础，这个时期身体控制能力的培养至关重要。它是解决幼儿意识薄弱和冲动抑制能力差等问题的关键机会。发展这些技能可以显着增强儿童在不同教育阶段的过程中适应不同学习任务、环境和社交场合的能力（Pate et al., 2004; Timmons et al., 2007; Oliver et al., 2007; Hinkley等人，2008）。

The preschool stage is also a pivotal period for the rapid development of attention and cognitive abilities. The question of how to effectively improve children's body control and positively influence their emotional states, thereby enhancing their learning and cognitive abilities, has been a persistent focus of academic research, societal concern, and parental interest (Tucker, 2008).
学前阶段也是注意力和认知能力快速发展的关键时期。如何有效提高儿童的身体控制能力并积极影响他们的情绪状态，从而提高他们的学习和认知能力，一直是学术研究、社会关注和家​​长关注的焦点（Tucker，2008）。

This study is grounded in the requirements for children's physical development as outlined in China's "Learning and Development Guidelines for Children Aged 3-6 Years." Taking into account the unique physical and mental developmental characteristics of preschool children aged 3-6, this research aims to design and implement a physical fitness training program through an educational experiment. By measuring changes in attention-related indicators at various stages, this study seeks to provide both theoretical and practical references for effectively enhancing children's attention levels through physical fitness training.
本研究以中国《3-6岁儿童学习与发展指南》对儿童身体发育的要求为依据。考虑到3-6岁学龄前儿童独特的身心发展特点，本研究旨在通过教育实验设计并实施体能训练方案。本研究通过测量不同阶段注意力相关指标的变化，旨在为通过体能训练有效提升儿童注意力水平提供理论和实践参考。

1.2 Background of Study
1.2 研究背景

The early childhood period, encompassing ages 0-6 years, is a critical phase of rapid growth and development, often referred to as the "golden age." During this pivotal time, it is essential for parents and educators to address the multifaceted needs of children to ensure their holistic growth and development. Education is a fundamental component of this stage, and it is crucial for caregivers to provide learning opportunities tailored to the child's developmental stage to effectively support their overall progress (Sarıkaya and Coşkun, 2015).
幼儿期包括0-6岁，是快速生长发育的关键阶段，通常被称为“黄金时期”。在这个关键时期，家长和教育工作者必须满足儿童的多方面需求，以确保他们的全面成长和发展。教育是这一阶段的基本组成部分，护理人员提供适合儿童发展阶段的学习机会以有效支持他们的整体进步至关重要（ Sarıkaya和Coşkun ，2015）。

Providing children with educational experiences that align with their developmental stages is crucial for optimal growth and progress. If the educational content does not match their current needs, it can impede their development. Conversely, educational demands that exceed their developmental capacities may result in adverse outcomes, such as stress and depression. The development of children is fundamentally dependent on the quality and consistency of the education and care they receive. When children are provided with appropriate and high-quality educational opportunities, they are able to reach their full potential (Clark and Kingsley, 2020).
为儿童提供与其发展阶段相符的教育经历对于最佳成长和进步至关重要。如果教育内容不符合他们当前的需求，就会阻碍他们的发展。相反，超出其发展能力的教育要求可能会导致不良后果，例如压力和抑郁。儿童的发展从根本上取决于他们接受的教育和照顾的质量和一致性。当为儿童提供适当和高质量的教育机会时，他们就能充分发挥潜力（Clark 和 Kingsley，2020）。

A critical component of children's development is the cognitive domain, which encompasses the growth and maturation of their intellectual capacities and intelligence. Cognitive development during this formative stage is particularly crucial as it lays the foundation for subsequent phases of growth. Consequently, it is imperative that parents and educators provide appropriate educational experiences during this period to foster optimal cognitive development (Bidzan-Bluma and Lipowska, 2018).
儿童发展的一个重要组成部分是认知领域，其中包括他们的智力和智力的成长和成熟。这一形成阶段的认知发展尤为重要，因为它为后续的成长阶段奠定了基础。因此，家长和教育工作者必须在此期间提供适当的教育经验，以促进最佳的认知发展（ Bidzan-Bluma和Lipowska ，2018）。

1.2.1 Theoretical Foundations of Physical Education in Early Childhood
1.2.1 幼儿体育教育的理论基础

The theoretical underpinnings of physical education in early childhood draw from various developmental theories and empirical research. Piaget's cognitive development theory, particularly his concept of sensorimotor intelligence, emphasizes the crucial role of physical interactions with the environment in cognitive development during early childhood (Piaget, 1952). Similarly, Vygotsky's sociocultural theory highlights the importance of social interactions in physical play for cognitive and social development (Vygotsky, 1978).
幼儿体育教育的理论基础来源于各种发展理论和实证研究。皮亚杰的认知发展理论，特别是他的感觉运动智力概念，强调了儿童早期认知发展中与环境的身体相互作用的关键作用（Piaget，1952）。同样，维果茨基的社会文化理论强调了身体游戏中的社会互动对于认知​​和社会发展的重要性（Vygotsky，1978）。

More recent theoretical frameworks, such as the Dynamic Systems Theory proposed by Thelen and Smith (1994), provide a more integrative perspective on early childhood development. This theory posits that motor development is a complex, non-linear process influenced by multiple interacting factors, including the child's physical characteristics, environmental constraints, and task demands. This theoretical approach has significant implications for understanding and designing physical education interventions in early childhood settings.
最近的理论框架，例如Thelen和 Smith（1994）提出的动态系统理论，为幼儿发展提供了更加综合的视角。该理论认为，运动发育是一个复杂的非线性过程，受到多种相互作用因素的影响，包括儿童的身体特征、环境限制和任务要求。这种理论方法对于理解和设计幼儿教育干预措施具有重要意义。

Empirical research has further solidified the theoretical foundations of early childhood physical education. Longitudinal studies have demonstrated strong correlations between early motor skill development and later cognitive abilities, social competence, and academic achievement (Barnett et al., 2009; Piek et al., 2008). These findings underscore the interconnected nature of physical, cognitive, and social development in early childhood, supporting a holistic approach to early childhood education that prominently features physical activity.
实证研究进一步夯实了幼儿体育教育的理论基础。纵向研究表明，早期运动技能发展与后期认知能力、社交能力和学业成就之间存在很强的相关性（Ba​​rnett 等，2009； Piek等，2008）。这些发现强调了幼儿期身体、认知和社会发展的相互关联性，支持以体育活动为突出特点的幼儿教育整体方法。

1.2.2 Current State and Challenges in Early Childhood Physical Education
1.2.2 幼儿体育教育现状及挑战

Despite the robust theoretical and empirical support for the importance of physical education in early childhood, its implementation faces several challenges in contemporary educational settings. A comprehensive review by Tucker (2008) revealed that only 54% of preschool-aged children engaged in the recommended 60 minutes of daily structured physical activity. This discrepancy between recommended and actual physical activity levels can be attributed to several factors:
尽管有强有力的理论和实证支持幼儿期体育教育的重要性，但其实施在当代教育环境中面临着一些挑战。 Tucker（2008）的一项全面审查显示，只有 54% 的学龄前儿童参加了建议的每日 60 分钟的结构化体育活动。建议的体力活动水平与实际的体力活动水平之间的差异可归因于以下几个因素：

Resource Constraints: Many early childhood education centers lack adequate facilities, equipment, or trained personnel to conduct effective physical education programs (Pate et al., 2004). This issue is particularly pronounced in economically disadvantaged areas, potentially exacerbating existing health and educational disparities.
资源限制：许多幼儿教育中心缺乏足够的设施、设备或训练有素的人员来开展有效的体育教育计划（Pate 等，2004）。这个问题在经济落后地区尤其明显，可能会加剧现有的健康和教育差距。

Curricular Pressures: The increasing emphasis on academic readiness and standardized testing has led to a reduction in time allocated for physical activities in many early childhood settings (Copeland et al., 2012). This trend reflects a misunderstanding of the interconnected nature of physical and cognitive development.
课程压力：对学业准备和标准化测试的日益重视导致许多幼儿教育机构分配给体育活动的时间减少（Copeland 等，2012）。这一趋势反映了对身体和认知发展相互关联的本质的误解。

Lack of Standardized Curriculum: Unlike academic subjects, physical education often lacks a standardized, evidence-based curriculum for early childhood, leading to inconsistent implementation across different institutions (Oliver et al., 2007). This variability makes it challenging to ensure quality and consistency in physical education programs.
缺乏标准化课程：与学术科目不同，体育教育往往缺乏标准化的、基于证据的幼儿课程，导致不同机构之间的实施不一致（Oliver 等，2007）。这种可变性使得确保体育课程的质量和一致性具有挑战性。

Societal and Parental Perceptions: Societal attitudes that prioritize academic learning over physical activities can influence the emphasis placed on physical education in early childhood settings (Hinkley et al., 2008). These perceptions may stem from a lack of awareness about the critical role of physical activity in overall child development.
社会和家长的看法：优先考虑学术学习而不是体育活动的社会态度可能会影响幼儿教育中对体育教育的重视（Hinkley 等，2008）。这些看法可能源于对体育活动在儿童整体发展中的关键作用缺乏认识。

Technological Influences: The increasing prevalence of screen-based activities among young children poses a significant challenge to promoting physical activity (Radesky & Christakis, 2016). This trend necessitates innovative approaches to make physical activities more engaging and competitive with sedentary, screen-based alternatives.
技术影响：幼儿中基于屏幕的活动日益盛行，对促进身体活动构成了重大挑战（ Radesky & Christakis，2016）。这一趋势需要创新的方法来使体育活动比久坐、基于屏幕的活动更具吸引力和竞争力。

1.2.3 Emerging Trends and Research Directions in Early Childhood Physical Education
1.2.3 幼儿体育的新趋势和研究方向

In response to these challenges and informed by advancing theoretical understanding, several promising trends and research directions have emerged in the field of early childhood physical education:
为了应对这些挑战，并通过推进理论理解，幼儿体育领域出现了一些有前景的趋势和研究方向：

Neurodevelopmental Approach: Recent neuroimaging studies have provided new insights into the effects of physical activity on brain development in young children. For instance, research by Chaddock-Heyman et al. (2013) demonstrated positive associations between aerobic fitness and hippocampal volume in children, with implications for memory and learning. These findings are driving a more neurodevelopmentally informed approach to physical education.
神经发育方法：最近的神经影像学研究为体力活动对幼儿大脑发育的影响提供了新的见解。例如，查多克-海曼等人的研究。 (2013) 证明了儿童有氧健身和海马体积之间存在正相关关系，对记忆和学习有影响。这些发现正在推动一种更加符合神经发育的体育教育方法。

Integrated Learning Strategies: There is a growing body of research exploring the effectiveness of integrating physical activities with other learning domains. For example, a study by Mavilidi et al. (2015) found that integrating physical activity into mathematics lessons significantly improved both learning outcomes and physical activity levels. This approach aligns with the concept of embodied cognition, which posits that cognitive processes are deeply rooted in the body's interactions with the world.
综合学习策略：越来越多的研究探索将体育活动与其他学习领域相结合的有效性。例如， Mavilidi等人的一项研究。 （2015）发现，将体育活动融入数学课程可以显着提高学习成果和体育活动水平。这种方法与具身认知的概念相一致，该概念认为认知过程深深植根于身体与世界的互动中。

Diverse Activity Paradigms: Moving beyond traditional sports and exercises, researchers are investigating the benefits of diverse physical activities. This includes exploration of culturally diverse movement practices, nature-based physical activities, and creative movement interventions. A study by Lopes et al. (2012) found that a diverse motor skill intervention program significantly improved children's motor competence and physical activity levels.
多样化的活动模式：除了传统的运动和锻炼之外，研究人员正在研究多样化体育活动的好处。这包括探索文化多样性的运动实践、基于自然的体育活动和创造性的运动干预。洛佩斯等人的一项研究。 (2012) 发现多样化的运动技能干预计划显着提高了儿童的运动能力和身体活动水平。

Technology-Enhanced Physical Education: While technology is often seen as a barrier to physical activity, innovative research is exploring its potential to enhance physical education. For instance, Sun (2015) investigated the use of exergaming in preschool settings and found positive effects on children's motor skills and motivation for physical activity.
技术增强体育教育：虽然技术通常被视为体育活动的障碍，但创新研究正在探索其增强体育教育的潜力。例如，Sun (2015) 研究了运动游戏在学前环境中的使用，发现运动游戏对儿童的运动技能和体育活动动机有积极影响。

Environmental and Policy Interventions: Recognizing the systemic nature of physical activity promotion, researchers are increasingly focusing on environmental and policy-level interventions. A systematic review by Mehtälä et al. (2014) highlighted the potential of multilevel interventions that address both individual behaviors and environmental factors in promoting physical activity in early childhood settings.
环境和政策干预：认识到促进身体活动的系统性，研究人员越来越关注环境和政策层面的干预措施。 Mehtälä等人进行了系统综述。 (2014) 强调了解决个人行为和环境因素的多层次干预措施在促进幼儿环境中身体活动方面的潜力。

Longitudinal Impact Studies: There is a growing emphasis on understanding the long-term impacts of early childhood physical education. Longitudinal studies, such as those by Telama et al. (2014), are exploring how physical activity patterns in early childhood relate to health, cognitive function, and social outcomes in later life.
纵向影响研究：人们越来越重视了解幼儿体育教育的长期影响。纵向研究，例如Telama等人的研究。 (2014)，正在探索幼儿时期的身体活动模式如何与以后生活的健康、认知功能和社会结果相关。

In light of these emerging trends and the complex, multifaceted nature of early childhood development, there is a critical need for research that integrates diverse theoretical perspectives and methodological approaches. This doctoral thesis aims to contribute to this evolving field by investigating the impacts of varied physical fitness activities on body control, cognitive development, and emotional well-being in children aged 3-6 years. By adopting a holistic, theoretically grounded approach, this study seeks to advance our understanding of how diverse physical activities can be effectively implemented in early childhood settings to promote optimal development across multiple domains.
鉴于这些新兴趋势以及儿童早期发展的复杂性、多方面性，迫切需要整合不同理论观点和方法论的研究。本博士论文旨在通过研究各种体育健身活动对 3-6 岁儿童的身体控制、认知发展和情绪健康的影响，为这一不断发展的领域做出贡献。通过采用整体的、有理论依据的方法，本研究旨在加深我们对如何在幼儿环境中有效实施多样化体育活动以促进多个领域的最佳发展的理解。

1.3 Problem Statement
1.3 问题陈述

The preschool period is a critical stage when learning and cognitive abilities develop most rapidly (Sarıkaya and Coşkun, 2015). Implementing high-quality interventions during this educational phase positively influences children's cognitive development (Clark and Kingsley, 2020). Physical fitness activities have gained recognition for their beneficial effects on both physical and mental well-being in preschool-aged children. Research indicates that exercise enhances cognition through mechanisms like increased glucose delivery, angiogenesis, and neurotransmitter levels (Alvarez-Bueno et al., 2017). Furthermore, exercise stimulates cognitive development, particularly in preschool children (Bidzan-Bluma and Lipowska, 2018; Norris et al., 2020). The skills and relationships fostered through exercise continue to impact other aspects of children's learning (Bidzan-Bluma and Lipowska, 2018). Incorporating exercise as a complementary activity in primary schools and kindergartens can play a positive role in children's overall learning (Norris et al., 2020).
学龄前阶段是学习和认知能力发展最快的关键阶段（ Sarıkaya and Coşkun ，2015）。在这个教育阶段实施高质量的干预措施会对儿童的认知发展产生积极影响（Clark 和 Kingsley，2020）。体育健身活动因其对学龄前儿童身心健康的有益影响而受到认可。研究表明，运动通过增加葡萄糖输送、血管生成和神经递质水平等机制来增强认知（Alvarez-Bueno 等人，2017）。此外，运动可以刺激认知发展，尤其是学龄前儿童（ Bidzan-Bluma和Lipowska ，2018；Norris 等，2020）。通过锻炼培养的技能和关系继续影响儿童学习的其他方面（ Bidzan-Bluma和Lipowska ，2018）。在小学和幼儿园将运动作为补充活动可以对儿童的整体学习发挥积极作用（Norris et al., 2020）。

According to Piaget's theory of cognitive development, motor activities are crucial for operational intelligence, especially spatial reasoning (Lawrence et al., 1957). Piaget proposed that action forms the basis of perception and thinking, and children's psychological development results from adapting to their environment through action (Piaget, 1952). He emphasized that physical and motor experiences are essential for children's conceptual understanding of movement and speed, particularly in early developmental stages (Piaget et al., 2013).
根据皮亚杰的认知发展理论，运动活动对于操作智能，特别是空间推理至关重要（Lawrence et al., 1957）。皮亚杰提出，行动是感知和思维的基础，儿童的心理发展是通过行动适应环境的结果（Piaget，1952）。他强调，身体和运动体验对于儿童对运动和速度的概念理解至关重要，特别是在早期发展阶段（Piaget et al., 2013）。

Preschool children's cognitive development can be influenced by their cardiovascular fitness and sedentary lifestyles (Riso et al., 2019). Research reviews indicate that increased physical activity and reduced sitting time may yield diverse benefits for preschoolers' physical, cognitive, social, and emotional well-being (Carson et al., 2017; Kuzik et al., 2020). Furthermore, long-term exercise is theorized to enhance nerve growth factor expression, thereby optimizing executive functioning and overall cognitive maturation (Donnelly et al., 2016).
学龄前儿童的认知发展可能会受到心血管健康和久坐生活方式的影响（ Riso et al., 2019）。研究评论表明，增加体力活动和减少坐着时间可能会给学龄前儿童的身体、认知、社交和情感健康带来多种好处（Carson 等人，2017 年； Kuzik等人，2020 年）。此外，理论上长期锻炼可以增强神经生长因子的表达，从而优化执行功能和整体认知成熟（Donnelly 等，2016）。

Studies show that exercise improves academic performance in children. This is likely due to exercise enhancing cognitive functions like executive function, memory, and fluid intelligence (Tomporowski et al., 2015). Research has found that exercise positively affects brain regions like the prefrontal cortex and hippocampus. After exercise programs, increased activity in the prefrontal cortex, which is important for cognitive control, has been observed (Sanchez-Lopez et al., 2019; Sember et al., 2020). Early cognitive development seems to boost children's readiness for learning and academic success throughout their education (Bryant et al., 2020). Children with better cognitive abilities also tend to be more physically fit (Latorre-Roman et al., 2020).
研究表明，运动可以提高儿童的学习成绩。这可能是由于运动增强了执行功能、记忆力和流体智力等认知功能（ Tomporowski等，2015）。研究发现，运动会对前额皮质和海马体等大脑区域产生积极影响。锻炼计划后，观察到对认知控制很重要的前额皮质活动增加（Sanchez-Lopez 等人，2019； Sember等人，2020）。早期认知发展似乎可以提高儿童在整个教育过程中为学习和学业成功做好准备（Bryant et al., 2020）。认知能力较好的儿童往往身体也更健康（ Latorre -Roman 等人，2020）。

Prior research has primarily examined the effects of basic aerobic exercise on children's physical development (Alesi et al., 2016; Bezerra Alves and Alves, 2019; Bryant et al., 2020; Cai et al., 2020; Madsen et al., 2020; Williams et al., 2020). However, there remains a gap in understanding the impacts of varied physical fitness activities on preschool-aged cognitive maturation and body control. Investigating whether diverse exercise types and preferences should be incorporated when designing programs to support children's developmental needs and enhance cognitive abilities and body control would be valuable. Engagement in a range of physical fitness activities may potentially benefit cognitive flexibility, working memory, and body control in preschoolers. Additionally, exercise during early childhood has demonstrated greater benefits compared to later stages; for example, establishing positive lifestyle habits in childhood may help safeguard brain health in adulthood (Sanchez-Lopez et al., 2019).
先前的研究主要考察了基础有氧运动对儿童身体发育的影响( Alesi et al., 2016; Bezerra Alves and Alves, 2019; Bryant et al., 2020; Cai et al., 2020; Madsen et al., 2020威廉姆斯等人，2020）。然而，在了解各种体育健身活动对学龄前认知成熟和身体控制的影响方面仍然存在差距。在设计支持儿童发展需求、增强认知能力和身体控制能力的计划时，研究是否应该纳入不同的运动类型和偏好是很有价值的。参与一系列体育健身活动可能有利于学龄前儿童的认知灵活性、工作记忆和身体控制能力。此外，与后期阶段相比，幼儿期的锻炼已显示出更大的益处。例如，在童年时期建立积极的生活习惯可能有助于保障成年后的大脑健康（Sanchez-Lopez et al., 2019）。

Engaging in diverse physical fitness activities that involve the use of multiple body parts and varied movements may enhance preschoolers' observational skills, ability to focus, and body control by requiring them to closely attend to and execute correct actions. Existing research suggests that play-based exercise programs involving a range of activities could be particularly beneficial for young children, potentially offering more advantages than single-modality exercise routines (Scalise et al., 2018). It is hypothesized that well-designed diverse physical fitness interventions could promote cognitive development and body control in preschoolers, enrich kindergarten curricula, and foster children's interest and engagement in physical activities.
参与涉及使用多个身体部位和不同动作的多样化体育健身活动可以通过要求学龄前儿童密切注意并执行正确的动作来增强他们的观察能力、集中注意力和身体控制能力。现有研究表明，涉及一系列活动的基于游戏的锻炼计划可能对幼儿特别有益，可能比单一模式的锻炼程序提供更多优势（Scalise 等，2018）。据推测，精心设计的多样化体育健身干预措施可以促进学龄前儿童的认知发展和身体控制，丰富幼儿园课程，培养儿童对体育活动的兴趣和参与。

This thesis investigates the hypothesis that diverse physical fitness activities may positively impact the cognitive development, body control, and emotional well-being of preschool-aged children. The goal is to provide a valuable resource for enhancing young children's learning capacities, body control abilities, and promoting their holistic physical and mental growth.
本论文研究了这样的假设：多样化的体育健身活动可能对学龄前儿童的认知发展、身体控制和情绪健康产生积极影响。目标是为提高幼儿的学习能力、身体控制能力、促进他们身心的全面成长提供宝贵的资源。

1.4 Research Objectives
1.4 研究目标

To investigate the impact of diverse physical fitness interventions on the body control abilities of preschool children aged 3-6 years.
探讨多种体质干预措施对3~6岁学龄前儿童身体控制能力的影响。

To assess the effects of diverse physical fitness activities on the cognitive development of preschool children aged 3-6 years.
评估多样化体育健身活动对3-6岁学龄前儿童认知发展的影响。

To examine the influence of diverse physical fitness interventions on the emotional states of preschool children aged 3-6 years
探讨多样化体能干预措施对3-6岁学龄前儿童情绪状态的影响

To compare the body control, cognitive, and emotional outcomes of diverse physical fitness interventions with those of simple aerobic exercise in preschool children aged 3-6 years.
比较 3-6 岁学龄前儿童不同身体健康干预措施与简单有氧运动的身体控制、认知和情绪结果。

To develop and evaluate a physical fitness curriculum that incorporates diverse activities for preschool children aged 3-6 years.
为3-6岁学龄前儿童开发和评估包含多种活动的体能课程。

To explore the mechanisms through which diverse physical fitness activities influence body control, cognitive flexibility, and working memory in preschool children aged 3-6 years.
探讨多样化的体能活动对3-6岁学龄前儿童身体控制力、认知灵活性和工作记忆的影响机制。

1.5 Research Questions
1.5 研究问题

What is the impact of diverse physical fitness interventions on the body control abilities of preschool children aged 3-6 years?
多样化的体质干预措施对3-6岁学龄前儿童身体控制能力有何影响？

How do diverse physical fitness activities affect the cognitive development of preschool children aged 3-6 years?
多样化的体育健身活动如何影响3-6岁学龄前儿童的认知发展？

In what ways do diverse physical fitness interventions influence the emotional states of preschool children aged 3-6 years?
多样化的体能干预措施如何影响3-6岁学龄前儿童的情绪状态？

How do the body control, cognitive, and emotional outcomes of diverse physical fitness interventions compare with those of simple aerobic exercise in preschool children aged 3-6 years?
3-6岁学龄前儿童的身体控制、认知和情绪结果与简单的有氧运动相比如何？

What are the key components and characteristics of an effective physical fitness curriculum that incorporates diverse activities for preschool children aged 3-6 years?
为 3-6 岁学龄前儿童提供的包含多样化活动的有效体能课程的关键组成部分和特点是什么？

Through what mechanisms do diverse physical fitness activities influence body control, cognitive flexibility, and working memory in preschool children aged 3-6 years?
多样化的体能活动通过什么机制影响3-6岁学龄前儿童的身体控制力、认知灵活性和工作记忆？

1.6 Significance of the Study
1.6 研究意义

This thesis holds significant potential to advance early childhood education, cognitive development, physical fitness, and public health. By examining the impact of diverse physical fitness interventions on the body control, cognitive development, and emotional states of preschool children aged 3-6 years, the study will yield novel insights into the specific domains that are enhanced by varied physical activities. This knowledge can deepen our understanding of early childhood development and inform the design of educational programs that integrate physical activities tailored to the developmental needs of young children (Alvarez-Bueno et al., 2017; Bidzan-Bluma and Lipowska, 2018).
本论文对于促进幼儿教育、认知发展、身体健康和公共卫生具有巨大潜力。通过研究不同的身体健康干预措施对 3-6 岁学龄前儿童的身体控制、认知发展和情绪状态的影响，该研究将对通过不同的身体活动增强的特定领域产生新的见解。这些知识可以加深我们对儿童早期发展的理解，并为教育计划的设计提供信息，这些计划结合了针对幼儿发展需求的体育活动（Alvarez-Bueno 等，2017； Bidzan-Bluma和Lipowska ，2018）。

The findings of this thesis can substantially influence educational practices by informing the design and implementation of preschool curricula. By incorporating a variety of physical activities into daily schedules, educators can develop more effective programs that cultivate cognitive, physical, and emotional growth in preschool children (Norris et al., 2020). This comprehensive approach to education not only enhances learning outcomes but also supports overall child development.
本论文的研究结果可以通过为学前课程的设计和实施提供信息来极大地影响教育实践。通过将各种体育活动纳入日常安排，教育工作者可以制定更有效的计划，促进学龄前儿童的认知、身体和情感成长（Norris 等人，2020）。这种全面的教育方法不仅可以提高学习成果，还可以支持儿童的全面发展。

Another critical component of this thesis is the investigation of emotional well-being implications. By examining the effects of varied physical activities on psychological well-being, the study can elucidate the significance of physical exercise for the emotional and cognitive health of preschool children. This can inform the development of enhanced mental health approaches and interventions, thereby ensuring that children receive holistic support fostering their emotional and psychological growth (Donnelly et al., 2016).
本论文的另一个重要组成部分是对情绪健康影响的调查。通过检查各种体育活动对心理健康的影响，该研究可以阐明体育锻炼对学龄前儿童情绪和认知健康的重要性。这可以为加强心理健康方法和干预措施的发展提供信息，从而确保儿童获得全面的支持，促进他们的情感和心理成长（Donnelly 等，2016）。

Examined from a public health lens, the thesis's findings could yield significant implications by elucidating the long-term advantages of early childhood physical activity on cognitive, physical, and emotional well-being. This empirical evidence may inform policy decisions and resource distribution towards preschool programs that integrate a variety of physical exercise interventions (Sanchez-Lopez et al., 2019). Furthermore, by illuminating the persistent impacts of early exercise-based initiatives, the thesis could help guide policies that prioritize and bolster early childhood education and health programs.
从公共卫生的角度来看，该论文的研究结果可能会产生重大影响，阐明幼儿体力活动对认知、身体和情感健康的长期优势。这一经验证据可以为整合各种体育锻炼干预措施的学前教育项目的政策决策和资源分配提供信息（Sanchez-Lopez 等，2019）。此外，通过阐明早期锻炼举措的持续影响，该论文可以帮助指导优先考虑和支持幼儿教育和健康计划的政策。

This thesis makes a significant contribution through the development of effective physical fitness programs. The research can inform the design of comprehensive exercise programs aimed at optimizing cognitive, physical, and emotional outcomes for preschool children. These programs can adopt a holistic approach to early childhood education, ensuring children receive the best possible foundation for their future (Scalise et al., 2018).
本论文通过制定有效的身体健康计划做出了重大贡献。该研究可以为旨在优化学龄前儿童认知、身体和情感结果的综合锻炼计划的设计提供信息。这些计划可以对幼儿教育采取整体方法，确保儿童为他们的未来打下最好的基础（Scalise 等，2018）。

This thesis offers empirical evidence that can inform policy recommendations for incorporating a range of physical activities into preschool curricula. Such data can contribute to the development of national and local policies aimed at enhancing early childhood education and health outcomes (Carson et al., 2017). Policymakers can leverage the study's findings to advocate for and implement programs that promote diverse physical activities in early childhood settings.
本论文提供了经验证据，可以为将一系列体育活动纳入学前课程的政策建议提供信息。此类数据有助于制定旨在加强幼儿教育和健康成果的国家和地方政策（Carson 等，2017）。政策制定者可以利用该研究的结果来倡导和实施促进幼儿期多样化体育活动的计划。

This thesis also emphasizes the significance of raising parental and community awareness. By effectively disseminating the thesis's findings to parents and local communities, the research can underline the importance of diverse physical activities for young children. Increasing this awareness has the potential to garner greater support and involvement from parents and communities in promoting healthy lifestyles from an early age, ultimately enhancing the overall well-being of children (Bidzan-Bluma and Lipowska, 2018).
本论文还强调了提高家长和社区意识的重要性。通过向家长和当地社区有效传播论文的研究结果，该研究可以强调多样化体育活动对幼儿的重要性。提高这种意识有可能获得家长和社区的更多支持和参与，从小就促进健康的生活方式，最终提高儿童的整体福祉（ Bidzan-Bluma和Lipowska ，2018）。

Lastly, this thesis lays the foundation for future research on the connection between varied physical fitness regimens and early childhood development. It can motivate subsequent investigations to examine additional factors, age cohorts, and long-term outcomes, thereby broadening the knowledge base (Clark and Kingsley, 2020). The thesis provides a basis for continued inquiry in this domain, furthering the understanding of the benefits associated with diverse physical activities during early childhood development.
最后，本文为未来研究各种身体健康养生法与儿童早期发展之间的关系奠定了基础。它可以激发后续调查来检查其他因素、年龄组和长期结果，从而扩大知识库（Clark 和 Kingsley，2020）。该论文为该领域的持续探究提供了基础，进一步了解了儿童早期发展过程中各种体育活动的益处。

1.7 Limitations of the Study
1.7 研究的局限性

This thesis possesses multifaceted limitations, including methodological, practical, theoretical, and logistical constraints. Given that the experiment will be conducted in a select group of preschools in China, various specific factors must be taken into account to ensure the appropriate context and interpretation of the study's results.
本论文具有多方面的局限性，包括方法、实践、理论和逻辑方面的限制。鉴于该实验将在中国选定的一组学前班中进行，必须考虑各种具体因素，以确保研究结果的背景和解释适当。

1.7.1. Methodological Limitations
1.7.1.方法论的局限性

One key limitation is the potential lack of generalizability due to the study's sample composition and size. If the participants are drawn from a relatively small or homogeneous pool, such as children from specific socioeconomic backgrounds or geographic regions within China, the findings may have limited applicability across the broader preschool population (Bryant et al., 2020). Additionally, the measurement instruments used to evaluate body control, cognitive development, and emotional states could present concerns regarding reliability and validity (Sember et al., 2020). Any inherent biases in these assessment tools may affect the accuracy of the outcomes, potentially skewing the results and their interpretation.
一个关键的限制是由于该研究的样本组成和规模可能缺乏普遍性。如果参与者来自相对较小或同质的群体，例如来自中国特定社会经济背景或地理区域的儿童，那么研究结果在更广泛的学龄前人群中的适用性可能有限（Bryant et al., 2020）。此外，用于评估身体控制、认知发展和情绪状态的测量仪器可能会引起人们对可靠性和有效性的担忧（ Sember等人，2020）。这些评估工具中的任何固有偏差都可能影响结果的准确性，可能会扭曲结果及其解释。

Controlling extraneous factors such as socioeconomic background, parental engagement, and initial fitness levels poses a significant challenge. These uncontrolled variables may obfuscate the relationship between diverse physical fitness regimens and child development, hindering the ability to attribute any observed changes exclusively to exercise interventions (Carson et al., 2017). Additionally, the duration and frequency of the physical fitness programs may not be adequate to yield substantive shifts in body control, cognitive, and emotional outcomes. Prolonged or more frequent interventions may be necessary to detect substantial effects, thereby limiting the conclusions that can be drawn from the study (Tomporowski et al., 2015).
控制社会经济背景、父母参与度和初始健康水平等无关因素构成了重大挑战。这些不受控制的变量可能会混淆不同的身体健康方案和儿童发育之间的关系，阻碍将任何观察到的变化完全归因于运动干预的能力（Carson 等，2017）。此外，身体健身计划的持续时间和频率可能不足以在身体控制、认知和情绪结果方面产生实质性转变。可能需要长期或更频繁的干预才能检测到实质性影响，从而限制了从研究中得出的结论（ Tomporowski等，2015）。

1.7.2. Practical Limitations
1.7.2.实际限制

Maintaining consistent implementation of physical fitness programs across diverse preschool settings poses a significant challenge. Variations in the execution of these interventions can undermine the thesis's internal validity (Donnelly et al., 2016). Additionally, the extent of compliance and engagement from both children and educators may fluctuate, impacting the effectiveness of the interventions. If children fail to actively participate or if educators are unable to facilitate the exercises effectively, the intended effects on body control, cognitive, and emotional development may not materialize (Norris et al., 2020).
在不同的学前机构中保持身体健康计划的一致实施是一项重大挑战。这些干预措施执行的变化可能会破坏论文的内部有效性（Donnelly et al., 2016）。此外，儿童和教育工作者的依从性和参与程度可能会波动，从而影响干预措施的有效性。如果儿童未能积极参与，或者教育者无法有效地促进练习，那么对身体控制、认知和情感发展的预期效果可能不会实现（Norris 等人，2020）。

Environmental factors also play a pivotal role. Disparities in the available physical space for exercise, weather conditions, and equipment resources could influence the thesis's outcomes. These factors must be standardized or accounted for in the analysis to ensure the reliability and generalizability of the findings (Riso et al., 2019).
环境因素也发挥着关键作用。可用于锻炼的物理空间、天气条件和设备资源的差异可能会影响论文的结果。这些因素必须在分析中标准化或考虑在内，以确保研究结果的可靠性和普遍性（ Riso et al., 2019）。

1.7.3. Theoretical and Conceptual Limitations
1.7.3。理论和概念的局限性

Another limitation is the restricted scope of assessments. The thesis concentrates on particular dimensions of body control, cognitive development, and emotional states, which may not encompass the full breadth of child development (Bidzan-Bluma and Lipowska, 2018). This constraint limits the comprehensiveness of the findings. Furthermore, while the thesis seeks to examine the immediate effects of diverse physical fitness regimens, it may not account for long-term developmental changes. To fully understand the lasting impacts of early exercise interventions, longitudinal investigations would be necessary, which exceeds the current scope of this thesis (Sanchez-Lopez et al., 2019).
另一个限制是评估范围有限。该论文集中于身体控制、认知发展和情绪状态的特定维度，这可能不涵盖儿童发展的全部内容（ Bidzan-Bluma和Lipowska ，2018）。这一限制限制了研究结果的全面性。此外，虽然本文试图研究不同身体健康方案的直接影响，但它可能无法解释长期的发育变化。为了充分了解早期运动干预的持久影响，有必要进行纵向研究，这超出了本论文当前的范围（Sanchez-Lopez 等人，2019）。

1.7.4. Ethical and Logistical Limitations
1.7.4。道德和后勤限制

Ethical concerns are of utmost importance when undertaking research involving preschool children. Securing parental consent and safeguarding the well-being of participants throughout the study may impose constraints that potentially limit certain methodological aspects (Alesi et al., 2016). Logistically, coordinating with multiple preschool sites, training personnel, and ensuring consistent implementation of interventions can present significant challenges. Any logistical complications could disrupt the seamless execution of the study, thereby potentially impacting the validity and reliability of the findings (Madsen et al., 2020).
在进行涉及学龄前儿童的研究时，道德问题至关重要。在整个研究过程中获得父母同意并保障参与者的福祉可能会施加一些限制，从而可能限制某些方法学方面（ Alesi等人，2016）。从逻辑上讲，与多个学前机构协调、培训人员并确保干预措施的一致实施可能会带来重大挑战。任何后勤方面的并发症都可能破坏研究的无缝执行，从而可能影响研究结果的有效性和可靠性（Madsen 等人，2020）。

1.8. Operational Definition
1.8.操作定义

1.8.1 Early Childhood
1.8.1幼儿期​

In this study, early childhood specifically refers to children aged 3-6 years, attending preschool or kindergarten. This period is characterized by rapid physical, cognitive, and emotional development, and is crucial for establishing foundational skills and behaviors. The study recognizes the potential variations in development within this age range and will account for these differences in the analysis.
在这项研究中，幼儿期特指3-6岁就读学前班或幼儿园的儿童。这一时期的特点是身体、认知和情感的快速发展，对于建立基本技能和行为至关重要。该研究认识到该年龄范围内发育的潜在差异，并将在分析中解释这些差异。

1.8.2 Diverse Physical Fitness Activities
1.8. 2 多样化的健身活动​​​

Diverse physical fitness activities encompass a wide range of structured and unstructured physical exercises and games designed to improve various aspects of a child's physical fitness. These activities include strength-building exercises (e.g., modified push-ups, squats), flexibility exercises (e.g., stretching games), balance activities (e.g., standing on one foot, walking on a line), coordination exercises (e.g., ball games, obstacle courses), and cardiovascular endurance activities (e.g., dance routines, tag games). These activities are distinct from simple aerobic exercises in their variety, complexity, and engagement of multiple physical and cognitive skills simultaneously.
多样化的体育健身活动包括各种结构化和非结构化的体育锻炼和游戏，旨在提高儿童各个方面的身体素质。这些活动包括力量训练（例如改良俯卧撑、深蹲）、灵活性练习（例如伸展运动）、平衡活动（例如单脚站立、走直线）、协调性练习（例如球类运动） 、障碍训练）和心血管耐力活动（例如舞蹈、标签游戏）。这些活动与简单的有氧运动的不同之处在于其多样性、复杂性以及同时涉及多种身体和认知技能。

1.8.3 Body Control
1.8. 3车身控制​​

Body control refers to a child's ability to consciously regulate and coordinate their physical movements and maintain balance in response to various stimuli and tasks. It encompasses gross motor skills (e.g., running, jumping, throwing), fine motor skills (e.g., grasping, manipulating small objects), balance and stability, spatial awareness, and reaction time. Body control will be measured using standardized tests of gross and fine motor skills, balance assessments, and observational measures appropriate for the 3-6 year age group.
身体控制是指孩子有意识地调节和协调身体运动并保持平衡以应对各种刺激和任务的能力。它包括粗大运动技能（例如，跑、跳、投掷）、精细运动技能（例如，抓握、操纵小物体）、平衡和稳定性、空间意识和反应时间。将使用粗大和精细运动技能的标准化测试、平衡评估以及适合3-6 岁年龄组的观察措施来测量身体控制能力。

1.8.4 Cognitive Development
1.8. 4 认知发展​

Cognitive development refers to the enhancement of mental processes including attention, memory, problem-solving, and executive function. In this study, cognitive development will be assessed using age-appropriate tests that measure working memory capacity, cognitive flexibility, attention span and focus, problem-solving skills, and processing speed. These assessments will be adapted to suit the developmental stage of preschool children and will include both verbal and non-verbal components.
认知发展是指心理过程的增强，包括注意力、记忆力、解决问题和执行功能。在这项研究中，将使用适合年龄的测试来评估认知发展，这些测试测量工作记忆能力、认知灵活性、注意力广度和焦点、解决问题的技能和处理速度。这些评估将根据学龄前儿童的发展阶段进行调整，并将包括言语和非言语成分。

1.8.5 Emotional States
1.8. 5 情绪状态​

Emotional states encompass the psychological and affective condition of a child, including their ability to recognize, express, and regulate emotions. It includes emotional awareness and recognition (in self and others), emotional expression, emotional regulation, mood stability, and social-emotional competence. These aspects will be evaluated using a combination of validated emotional assessment tools suitable for preschool-aged children, including observational measures, age-appropriate self-report instruments, and parent/teacher reports.
情绪状态涵盖儿童的心理和情感状况，包括他们识别、表达和调节情绪的能力。它包括情绪意识和认知（对自己和他人）、情绪表达、情绪调节、情绪稳定性和社交情绪能力。这些方面将使用适合学龄前儿童的经过验证的情绪评估工具组合进行评估，包括观察措施、适合年龄的自我报告工具和家长/老师报告。

1.8.6 Physical Fitness Curriculum
1.8. 6 体能课程​​​​

The physical fitness curriculum refers to a structured program of physical activities designed specifically for preschool children. The curriculum will incorporate a diverse range of exercises and games, aim to improve overall physical fitness, body control, cognitive function, and emotional well-being, be age-appropriate and developmentally suitable, include both indoor and outdoor activities, provide opportunities for both individual and group participation, and integrate elements of play and learning. The curriculum will be developed based on current best practices in early childhood physical education and will be flexible enough to accommodate individual differences among children.
这体适能课程是指专门为学龄前儿童设计的结构化的体育活动计划。课程将包含各种练习和游戏，旨在提高整体身体素质、身体控制力、认知功能和情绪健康，适合年龄和发展，包括室内和室外活动，为双方提供机会个人和团体参与，整合游戏和学习的元素。该课程将根据当前幼儿体育教育的最佳实践来制定，并且将足够灵活，以适应儿童之间的个体差异。

1.8.7 Simple Aerobic
1.8. 7 简单的有氧运动

Simple aerobic exercise refers to basic cardiovascular activities such as running, jumping, or dancing, performed continuously for a set period. These exercises primarily aim to increase heart rate and improve cardiovascular endurance, without the complexity or variety of diverse physical fitness activities. In this study, simple aerobic exercise will serve as a control condition to compare against the diverse physical fitness activities.
简单的有氧运动是指连续进行一定时间的跑、跳、跳舞等基本心血管活动。这些练习的主要目的是提高心率和改善心血管耐力，而不需要进行复杂或多样化的体育健身活动。在本研究中，简单的有氧运动将作为控制条件，与各种体育健身活动进行比较。

1.8.8 Cognitive Flexibility
1.8. 8 认知灵活性​

Cognitive flexibility refers to the ability to switch between different tasks or thoughts, adapting to new situations or rules. It is a key component of executive function. In this study, cognitive flexibility will be measured using age-appropriate tasks that require children to shift between different rules or categories, adapt to changing instructions, and handle multiple tasks or ideas simultaneously. These assessments will be designed to be engaging and suitable for the attention span of preschool-aged children.
认知灵活性是指在不同任务或想法之间切换、适应新情况或规则的能力。它是执行功能的关键组成部分。在这项研究中，认知灵活性将使用适合年龄的任务来衡量，这些任务要求孩子在不同的规则或类别之间转换，适应不断变化的指令，并同时处理多个任务或想法。这些评估的设计将具有吸引力并适合学龄前儿童的注意力持续时间。

1.8.9 Working Memory
1.8. 9 工作记忆​

Working memory refers to the cognitive system responsible for temporarily holding and manipulating information. In the context of this study, working memory will be assessed using tasks that require children to remember and recall short sequences of information, manipulate simple information over short periods, and follow multi-step instructions. The assessment tools will be adapted to suit the cognitive capabilities of 3-6 year old children and will include both auditory and visual components.
工作记忆是指负责暂时保存和操作信息的认知系统。在本研究中，将使用要求儿童记住和回忆短信息序列、在短时间内操作简单信息以及遵循多步骤指令的任务来评估工作记忆。评估工具将进行调整，以适应3-6 岁儿童的认知能力，并将包括听觉和视觉部分。

1.9 Summary
1.9 总结

This chapter introduced an experimental study examining the effects of diverse physical fitness activities on body control, cognitive development, and emotional states of children aged 3-6 years. The research is grounded in the critical importance of early childhood development and the potential benefits of physical activity during this formative period.
本章介绍了一项实验研究，考察不同的体育健身活动对3-6岁儿童的身体控制、认知发展和情绪状态的影响。该研究基于儿童早期发展的至关重要性以及这一成长时期体育活动的潜在益处。

The study addresses a gap in current research by investigating the impacts of varied physical fitness activities, as opposed to just basic aerobic exercise, on preschool-aged children's development. It aims to determine whether diverse exercise types can better support children's developmental needs and enhance their cognitive abilities and body control.
该研究通过调查各种体育健身活动（而不仅仅是基本的有氧运动）对学龄前儿童发育的影响，弥补了当前研究的空白。它旨在确定多样化的运动类型是否可以更好地支持儿童的发展需求并增强他们的认知能力和身体控制能力。

Key research objectives include assessing the effects of diverse physical fitness interventions on body control, cognitive development, and emotional states of preschool children, comparing these outcomes to those of simple aerobic exercise, and developing an effective physical fitness curriculum for this age group. The study also seeks to explore the mechanisms through which diverse physical activities influence various aspects of child development.
主要研究目标包括评估不同的身体健康干预措施对学龄前儿童的身体控制、认知发展和情绪状态的影响，将这些结果与简单的有氧运动的结果进行比较，并为该年龄段的儿童开发有效的身体健康课程。该研究还试图探索不同的体育活动影响儿童发展各个方面的机制。

The significance of this research lies in its potential to inform early childhood education practices, curriculum design, and public health policies. By providing empirical evidence on the benefits of diverse physical activities for young children, the study could contribute to more effective preschool programs that foster holistic child development.
这项研究的意义在于它有可能为幼儿教育实践、课程设计和公共卫生政策提供信息。通过提供关于幼儿多样化体育活动益处的经验证据，该研究可以有助于制定更有效的学前项目，促进儿童的全面发展。

Limitations of the study were acknowledged, including methodological challenges related to sample size and generalizability, practical issues in implementing consistent interventions across different preschool settings, and the limited scope of assessments in capturing the full breadth of child development.
人们承认该研究的局限性，包括与样本量和普遍性相关的方法学挑战、在不同学前环境中实施一致干预措施的实际问题，以及在全面了解儿童发展方面的评估范围有限。

The chapter concluded with operational definitions of key terms used in the study, ensuring clarity and consistency in the research approach. These definitions encompass concepts such as diverse physical fitness activities, body control, cognitive development, and emotional states, as they pertain to the preschool age group.
本章最后给出了研究中使用的关键术语的操作定义，确保了研究方法的清晰度和一致性。这些定义涵盖了学龄前年龄段的各种身体健康活动、身体控制、认知发展和情绪状态等概念。

This research aims to contribute valuable insights into optimizing early childhood development through diverse physical fitness activities, potentially influencing educational practices and policies to better support children's physical, cognitive, and emotional growth.
这项研究旨在通过多样化的体育健身活动为优化儿童早期发展提供宝贵的见解，从而潜在地影响教育实践和政策，以更好地支持儿童的身体、认知和情感成长。

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