目的：探究健美操运动对注意缺陷多动障碍（ADHD）儿童注意力的影响，并采用眼动追踪技术客观评价健美操运动干预的效果和脑机制，以期为开拓ADHD儿童科学运动干预提供依据和借鉴。方法：从北京市某公立三甲医院儿童精神科门诊，选择符合条件的 6-12 岁 ADHD 小学生 30 人，将其随机分为各15 人的实验组和等待组。根据实验组小学生的性别、年龄等另匹配、募集正常发育小学生 15 人，作为对照组。使用青少年注意力测验对被试的注意功能及各注意品质进行评估，借助眼动实验量化注意指标。结果：实验组四个分测验及总分的后测成绩均高于前测，青少年注意力测验前测、后测的测验三呈现显著差异（p<0.05），测验二、测验四以及总分呈非常显著差异（p<0.01），测验一呈边缘显著差异（p<0.1）。实验组后测的兴趣区注视时间、扫视幅度、平均注视持续时间、平均眼跳速度明显高于前测，实验组前测、后测的兴趣区注视时间、扫视幅度呈现非常显著差异（p<0.01），平均注视持续时间呈现边缘显著差异（p<0.1），实验组前测、后测的平均眼跳速度呈现不显著差异（p>0.05）结论：健美操运动可以有效改善 ADHD 儿童的注意功能；健美操运动可以针对性地提高 ADHD 儿童的注意品质（注意广度、注意稳定性、注意转移、注意分配）；健美操运动对 ADHD 儿童注意广度的改善效果最佳，其次是注意转移、注意稳定性，对注意分配的改善效果略差。

Objective: To explore the influence of aerobics on attention of children with attention deficit hyperactivity disorder (ADHD), and to objectively evaluate the effect and brain mechanism of aerobics exercise intervention by using eye tracking technology, in order to provide basis and reference for developing scientific exercise intervention for children with ADHD. Methods: Thirty eligible primary school students with ADHD aged 6-12 years old were selected from the children's psychiatric outpatient department of a public Grade III hospital in Beijing, and randomly divided into an experimental group and a waiting group with 15 students each. According to the gender and age of the primary school students in the experimental group, 15 students with normal development were recruited as the control group. The attention function and quality of attention were evaluated by the adolescent attention test, and the attention indexes were quantified by the eye movement test. Results: The post-test scores of the four sub-tests and the total score of the experimental group were higher than those of the pre-test. The pre-test and post-test of adolescent attention test showed significant differences in test 3 (p<0.05), the test 2, test 4 and the total score showed very significant differences (p<0.01), and the test 1 showed marginal significant differences (p<0.1). The fixations time, saccade amplitude, average fixations duration and average saccade velocity of the experimental group were significantly higher than those of the pre-test. The fixations time and saccade amplitude of the pre-test and post-test of the experimental group showed significant differences (p<0.01), and the average fixations duration showed marginal significant differences (p<0.1). There was no significant difference in the average saccade speed between pre-test and post-test in the experimental group (p>0.05). Conclusion: Aerobics can effectively improve the attention function of ADHD children; Aerobics can improve the attention quality (attention span, attention stability, attention transfer, attention distribution) of ADHD children. The improvement effect of aerobics on attention span of ADHD children is the best, followed by attention transfer and attention stability, and the improvement effect on attention distribution is slightly worse.