A Study On The Influence Of Cognitive Training On The Sensory Gating And Cognitive Potentials Of College Students With Different Degree

Objective: In football around obstacles sports as a way of training, using the eventrelated potential P50and P300indexes evaluation the influence of Gross-motorcognitive training on young college students’ cognitive function adjustment.Methods: Subjects: Randomly selected31healthy male volunteers who study in theschool of economics of Shandong Normal University. Training methods: Runninggroup (n=12): running motion, Bypass obstacles group (n=9): bypass obstaclesrunning, Play ball while running round obstacles group (n=10): running roundobstacles with ball.Results:①Compared with before training, after six weeks training in accordance withtheir requirements, three groups’ sensory gating P50ratio were significantlydecreased (P <0.05). Compared with training four weeks later, the bypass obstaclesgroup’P50ratio significantly decreased (P <0.05) after six weeks training. Comparedwith before training, the running round obstacles with ball group’s P50ratio that issignificantly decreased (P <0.05) after four weeks training. Differences betweengroups around the significance test showed that the bypass obstacles group andrunning round obstacles with ball group’ P50ratio shows significant difference (P <0.05) after four weeks training.②Compared with before training, the bypassobstacles group’ Cz, Pz P300amplitude significantly increased (P <0.05) after sixweeks training; Compared with training four weeks later, the running group’ Pz P300amplitude significantly increased (P <0.05) after six weeks training. Differencebetween groups of significance test shows that, the Pz P300amplitude havesignificant difference between the running group and the bypass obstacles groupbefore training (P <0.05), this phenomenon also exists between the bypass obstaclesgroup and the running round obstacles with ball group two groups (P <0.05). TheFz P300amplitude shows significant difference between the bypass obstacles groupand the running round obstacles with ball group(P <0.05) after four weeks training.③Compared with before training, each group subjects’ Fz, Cz, Pz P300latency hadno significant difference (P>0.05) after six weeks training.④Compared with before training, after six weeks training in accordance with their requirements, three groups’Fz, Cz, Pz P300reaction time were significantly decreased (P <0.05). Comparedwith before training, the bypass obstacles group’s Cz P300reaction time significantlyshortened (P <0.05), the running round obstacles with ball group’s Fz, Cz, P300reaction time significantly shortened (P <0.05) after four weeks training.; Comparedwith training four weeks later, the running group’s Cz P300reaction time significantlyshortened (P <0.05), the running round obstacles with ball group’s Fz, Cz, Pz P300reaction time were significantly reduced (P <0.05) after six weeks training. Groupsignificance test showed that: The Pz P300reaction time shows significant differencebetween the running group and the running round obstacles with ball group(P <0.05)after four weeks training.Conclusion: Sensory gating function has obvious trainability and has the sensitivity tothe sports training. When sports cognitive task’s complexity increases, the sensorygating P50are influenced by the larger, shows that the impact of different sportsproperties on P50differences. Compared with simple running, because of the bypassobstacles group and the running round obstacles with ball group have increased themovement coordination and cognitive task complexity that their cognitive resourcesability improved significantly, showed that the P300amplitude increased. Theinfluence of different nature of exercise for the brain cognitive function is different,the more difficult of the cognitive skills in exercise, the more influence on P300reaction time, the running round obstacles with ball group＞the bypass obstaclesgroup＞the running group，shows that the appear time of the training benefits, theuniversality distribution on the scalp and the amplitude of the influence, etc.