Effect of Mini-Trampoline Physical Activity on Executive Functions in Preschool Children

Abstract

The study investigated the effect of mini-trampoline physical activity on the development of executive functions (EF) in Chinese preschool children. Fifty-seven children aged 3–5 were randomly assigned to an intervention group ( n = 29 ) and a control group ( n = 28 ) . The children in the intervention and control group had the same classes and care service in the preschool, but children in the intervention group had an extra 20 min of trampoline training after school for 5 school days per week in the 10-week intervention. Spatial conflict arrow (SCA), animal Go/NoGo (GNG), working memory span (WMS), and flexible item selection (FIS) were used to assess children’s EF before and after the intervention. Results revealed that no significant differences emerged in the SCA, GNG, WMS, and FIS tests between two groups postintervention. Findings indicated that a 10-week trampoline PA training may not be sufficient to trigger the improvement of preschool children’s EF. Future research with larger representative samples is warranted to discern the dose-response evidence in enhancing young children’s EF through physical activity.

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