【作者】 肖红；

【导师】 于亮；

【作者基本信息】 北京体育大学 ， 运动人体科学， 2020， 硕士

【摘要】 目的:大脑中枢神经系统机能状态是灵敏素质的生理基础和重要影响因素,定量脑电图测算得出的δ、θ、α1、α2、β1及β2频段绝对功率与相对功率等脑电信号指标可以反映大脑发育情况。因此,本文分析小学生灵敏素质及脑电信号的发育规律,开展二者的相关性研究,旨在掌握灵敏素质的快速增长期,找出灵敏素质与中枢神经系统之间的关联,掌握随年级增加小学生灵敏素质变化情况,为使用灵敏素质判定脑发育程度和利用脑电信号分析灵敏素质提供可能。方法:对北京市海淀区与昌平区6所小学2015年二年级的同一群小学生进行了连续4年跟踪测试,采用国家学生体质健康测试指定反应时测试系统和十字象限跳测试系统测试小学生的灵敏素质,采用数字化脑电图仪记录小学生在安静闭目清醒状态下的脑电信号。保留经骨龄判定生长发育程度正常的测试数据2081人次。使用单因素方差分析方法处理小学生不同年级时反应时与十字象限跳成绩数据,使用独立样本t检验分析小学生脑电波总绝对功率、δ、θ、α1、α2、β1及β2频段绝对功率与相对功率及功率比在不同年级时的差异,使用Spearman秩相关分析灵敏素质与脑电信号的相关性。结果:(1)灵敏素质在生长发育期呈阶段性提升。反应时成绩在二年级—三年级未见显著改善(P>0.05),三年级—四年级、四年级—五年级均有显著提升(P<0.05),且四年级—五年级成绩提升更明显;十字象限跳成绩在二年级—五年级显著提升(P<0.05),二年级—三年级成绩提升最明显。研究结果提示5所进行了3年特色体育教学的学校学生比未实行特色体育教学的学校学生灵敏素质成绩可能更好,进步可能更大。(2)小学生脑电各频段绝对功率、相对功率和功率比有显著年级差异。小学生δ、θ频段绝对功率显著降低(P<0.01),且在二年级—三年级δ、θ频段绝对功率降低更为明显;α1频段绝对功率逐渐降低(P>0.05);α2和β1频段绝对功率显著升高(P<0.05);β2频段功率逐渐升高(P>0.05);总功率无显著变化(P>0.05)。小学生δ、θ、α1频段相对功率显著降低(P<0.05);α2频段相对功率显著升高(P<0.05);β1、β2频段相对功率也有显著变化(P<0.05)。随年级升高,θ/β、(δ+θ)/α显著升高(P<0.05);α/β则出现显著降低(P<0.05)。(3)小学生灵敏素质与脑电信号具有显著相关关系。高象限跳成绩、低象限跳成绩及整体小学生与α2频段相对功率的相关系数分别为-0.551、-0.381、-0.441,与θ/β功率比的相关系数分别为0.351、0.383、0.521,与θ频段绝对功率的相关程度最高,相关系数分别为0.679、0.547和0.621。结论:小学生在二年级—五年级灵敏素质快速增长,二年级—三年级和四年级—五年级灵敏素质发育较快;结合特色体育项目技术特点,快速做出反应、完成组合动作等练习有助于灵敏素质的提升。随着年级增长,小学生脑电波呈现慢波消逝、快波增多的现象,二年级—三年级是慢波消逝的快速期。小学生灵敏素质与脑电信号的变化有关联,可根据θ频段绝对功率、α2频段相对功率和(δ+θ)/α功率比初步判定灵敏素质水平。更多还原

【Abstract】 Objective: The central nervous system as a physiological basis and important influencing factor of agility capability,the development of which can be measured by quantitative EEG signal such as δ,θ,α1,α2,β1 and β2 bands of absolute power and relative power,etc.This article analyzes the development of primary school students’ agility capability and EEG signals,and conducts a correlation study between agility capability and EEG signals,in order to grasp the period of rapid growth of agility capability,to find out the relationship between agility capability and the CNS,which provides the possibility of using sensitive qualities to determine the degree of brain development and using EEG signals to analyze the sensitive qualities.Methods: In 2015,the second-grade children’s agility quality and EEG signals were tested in 6 primary schools in Haidian and Changping districts of Beijing.The tests were performed every year and tested a total of 4 times.The instruments used in the reaction time test and cross quadrant jump test are the same as those used in the National Student Physical Health Test.A digital electroencephalograph was used to record the EEG signals of pupils in quiet with eyes closed.The cases of 2081 students with normal growth and development are kept after bone age test.One-way ANOVA was used to process primary school students’ reaction time and cross quadrant jump performance data in different grades.Independent sample t test was used to analyze the absolute power,the absolute power,relative power,and power ratio of brainwaves,δ,θ,α1,α2,β1 and β2 frequency bands.Spearman correlation coefficient was used to express the correlation between agility and EEG signals.Results:(1)Agility quality is improved during growth.There was no significant improvement in agility performancebetween students when they were in secondandinthird grades(P>0.05),and the performancebetween third and fourth as well as fourth and fifth grades were all improved significantly(P<0.05)with fourth to fifth gradeshave better improved.The students of five schools whohavereceived special physical education for 3 years have better performance and greater progress than the students without implemented characteristic physical education.(2)There are significant grade differences in the absolute power,relative power,and power ratio of primary school students’ EEG bands.Absolute powerin δ and θ bands decreased significantly(P<0.05),and in the second and third grades,the absolute power in δ and θ bands decreased even more.The absolute power of α1 band gradually decreases(P>0.05).The absolute power of α2 and β1 frequency bands increase significantly(P<0.05).The power of β2 band gradually increases(P>0.05).There was no significant change in total power(P>0.05).The relative power of primary school students in δ,θ and α1 bands decrease significantly(P<0.05).The relative power in the α2 band increased significantly(P<0.05).The relative power in the β1 and β2 bands also changed significantly(P<0.05).With the increase of grade,θ / β and(δ + θ)/ α improves significantly(P<0.05);α/β decreases significantly(P<0.05).(3)There is a significant correlation between the agility of primary school students and EEG signals.The correlation coefficients between the high quadrant jump group,the low quadrant jump group,and the pupils’ quadrant jump results and the relative power of the α2 band are-0.551,-0.381,-0.441.The correlation coefficients with θ/β power ratio are 0.351,0.383 and 0.521,respectively.It has the highest correlation with the absolute power in the θ band,with correlation coefficients of 0.679,0.547 and 0.621.Conclusion:Elementary school students’ agility has increased rapidly in the second to fifth grades with a rapidly developed in the second to third grades and the fourth to fifth grades.Combining the technical characteristics of distinctive sports events,designing requirements for quick response and complex combination of movements can significantly improve agility.With the increase of grades,elementary school students show the phenomenon of slow wave fading and increasing fast waves.The second to third grade is the fast period of slow wave fading.Elementary school students’ agility is closely related to EEG signals,for which can be used to predict the level of agility based on the absolute power of θ band,relative power of α2 band,or(δ + θ)/ α power ratio.更多还原