| Research Background and purpose: In the 2021 Tokyo Olympic Games,baseball officially returns to the Olympic family,and the value of baseball is further affirmed."Soft baseball",also known as "TEEBALL",is the enlightenment movement of the baseball.It integrates various action modes such as running,jumping,throwing,and hitting in one body.It shows that it is a game of "strength and speed",but it is a mental struggle between offense and defense,so it is also known as "chess on the field".Existing research shows that Tee-ball can improve executive function in elementary school.Executive function is the core of individual cognitive function.In recent years,domestic and foreign studies have shown that executive function retardation is one of the key factors leading to learning difficulties.However,there are few studies on the intervention of the executive function of pupils with learning difficulties using exercise.Therefore,this study selects Tee-ball,strictly by the requirements of Compulsory Education Physical Education and Health Curriculum Standards(2022)and the developmental characteristics of executive function of pupils with learning difficulties.Based on the theory of neuroplasticity and embodied cognition,And according to Yin Hengchan and Chen Aiguo’s development of " sports intervention in the executive function of primary school students with learning difficulties" the Tee-ball teaching program targeted design.Objective: To further verify the difference in the executive function of pupils with learning difficulties compared with ordinary pupils,to explore the positive influence of the Tee-ball on the executive function of pupils with learning difficulties,and to further reveal the difference between three sub-components of this project to improve the executive function ofpupils with learning difficulties: inhibition,working memory and shifting.To improve the executive function of pupils with learning difficulties through sports and improve the practical and theoretical basis,to provide a reference value for the project to be carried out in primary schools and clubs outside the school.Research objects and methods:In this study,six classes of primary school students in Grade 5 were selected as the research objects.The experimental group consisted of(60)students in classes 2,3,and 4,including 30 students with learning difficulties and 30 ordinary students.The control group consisted of class 1,Class 5,and Class 6(60 students),including 30 students with learning difficulties and 30 ordinary students.All subjects were healthy,with normal intelligence and normal vision after correction.The experimental group received the Teeball exercise program for 8 weeks,while the control group received regular physical training.Before and after the experiment,E-prime2.0software was used to measure the executive function of the experimental samples in the Flanker task,1-back task,and More-odd shifting task.The data is then imported into Excel2019 for data processing.Finally,Spss24.0 software is used to analyze the experimental data and draw a conclusion.Research results:(1)Students with learning difficulties and ordinary students were significantly different in responding to More-odd shifting tasks(t(116)=-2.16,P=0.03<0.05).The More-odd shifting task(t(116)=-2.27,P=0.03<0.05)showed significant differences in the shifting situation response.The correct rate of the consistent situation(t(116)=-2.31,P=0.02<0.05)and inconsistent situation(t(116)=-2.59,P=0.01<0.05)have a significant difference in the Flanker task.The accuracy of the non-shifting situation(t(116)=-4.62,P=0.001<0.05)and the switching situation(t(116)=-4.69,P=0.000<0.05)of the More-odd shifting task were significantly different.(2)8-week softball intervention,Students with learning difficulties performed the1-back task(F(1,58)=5.38,P=0.024<0.05),Flanker task(F(1,58)=5.36,P=0.024<0.05),More-odd task The time×group interaction of shifting(F(1,58)=4.76,P=0.033<0.05)task response was statistically significant.In the 1-back task(F(1,58)=5.38,P=0.024<0.05),Flanker is consistent(F(1,58)=4.15,P=0.046<0.05),Flanker is inconsistent(F(1,58)= 4.48,P= 0.039<0.05),More-odd shifting situation(F(1,58)=9.41,P=0.003<0.05),More-odd shifting situation(F(1,58)=4.60,P=0.036<0.05)the correct rate was significant.(3)After 8 weeks of Teeball sports,working memory function of students with learning difficulties(F(1,58)=12.00,P=0.001<0.05)had a very significant change,the inhibitory function(F(1,58)=5.43,P=0.023<0.05)had a significant change,the shifting function(F(1,58)=4.69,P=0.034<0.05)had significant changes.Conclusion:(1)There is developmental retardation of inhibition and shifting function in pupils with learning difficulties.(2)8-week Teeball can effectively improve the executive function of pupils with learning difficulties.(3)8-week soft baseball and softball can improve the inhibition function,working memory function,and shifting function of pupils with learning difficulties,but it is specific to the working memory function. |
