研究目的：持续注意力是人类认知能力的一个基本组成部分，在日常生活、工作及学习中具有重要作用。大学生面临着信息技术和多任务处理，这挑战着我们保持注意力完成日常或专业活动的有效水平和能力，持续注意力的减少会影响学习成绩、社会沟通和心理健康。运动作为一种重要的生活干预方式，研究表明运动对持续注意力的改善具有一定的潜力，然而具体的运动形式、机制尚不清楚。因此本研究选取行为实验和事件相关电位技术（Event-related Potential, ERP）相结合的方式，进而探讨不同方式急性运动对大学生持续注意力的影响及作用机制。为大学生提高持续注意表现提供新方法，为持续注意力相关理论模型提供理论依据。

研究方法：招募24名符合要求的健康大学生为本实验研究对象（24.58±2.54岁），男生女生各12名。所有被试需到实验室进行三次测试，行为测试前后随机进行30分钟静坐休息、有氧运动、抗阻运动干预，每次测试间隔一周，且每次实验时间为相同时间段。本实验采取3（组别：静坐组、有氧运动组和抗阻运动组）´2（时间：干预前和干预后）混合实验设计。其中，组别（静坐组、有氧运动组和抗阻运动组）和时间（干预前和干预后）为本实验的自变量，行为学指标（反应时、虚惊率、漏报率）和ERP指标（枕叶N2、LPP）为本实验的因变量。运动干预方式为有氧运动和抗阻运动，运动强度为：中等强度（60%HRmax-75%HRmax）。在干预前后，受试者需完成8分钟的持续表现任务（gradual onset continuous performance task，gradCPT）行为测试，并同步记录脑电数据。统计分析采用配对样本非参数检验比较干预前后行为数据，多样本非参数秩和检验比较组间行为数据；脑电数据选取大脑的O1、OZ、O2三个电极点进行分析，对ERP成分平均振幅进行双因素重复测量方差分析。采用SPSS25.0统计软件对所得数据进行相关分析。实验数据使用Graph Pad Prism 8作图软件进行绘制。p<0.05为差异具有显著性。

研究结果：行为结果（1）干预前后差异比较：静坐组、有氧运动组、抗阻运动组的反应时和漏报率指标在干预前后差异不显著（p>0.05）；静坐组、有氧运动组、抗阻运动组的虚惊率指标在干预前后差异具有显著性（p<0.05）。（2）组间差异比较：静坐组、有氧运动组、抗阻运动组的反应时和漏报率在干预前后差异不显著（p>0.05）；抗阻运动组的虚惊率显著低于静坐组和有氧运动组（p<0.05）。

脑电结果：（1）干预前静坐组、有氧运动组、抗阻运动组的枕叶N2平均振幅差异不显著（p>0.05），干预后有氧运动组、抗阻运动组枕叶N2的平均振幅显著低于静坐组（p＜0.05），但有氧运动组和抗阻运动组的枕叶N2平均振幅差异不显著（p>0.05）。（2）静坐组、有氧运动组、抗阻运动组的LPP平均振幅差异不显著（p>0.05）。

研究结论：有氧运动和抗阻运动以较低的注意力努力付出程度达到相似的持续注意力水平，优化了注意力分配模式，且抗阻运动在行为表现的改善程度上优于有氧运动。

Research Purpose: Sustained attention is a higher-order cognitive function that determines the readiness to respond to relevant stimuli and the ability to allocate attention resources effectively over time. It is the foundation of other cognitive abilities. College students face challenges from information technology and multitasking, which challenge our ability to maintain effective levels of attention for daily or professional activities. A decrease in sustained attention can affect learning outcomes, social communication, and psychological well-being. Exercise, as an important lifestyle intervention, has shown potential for improving sustained attention. However, the specific forms of exercise and mechanisms involved are not yet clear. Therefore, this study combines behavioral experiments with Event-related Potential (ERP) technology to explore the effects of different acute exercises on sustained attention through behavioral experiments, and then to investigate the different electrophysiological components triggered by different acute exercises using ERP experiments, revealing how different types of acute exercises affect sustained attention performance.

Research Method: Twenty-four healthy college students (24.58±2.54 years old), with 12 males and 12 females, were recruited for this study. All participants underwent three tests in the laboratory, with 30 minutes of rest, aerobic exercise, or resistance exercise intervention before and after the behavioral tests, with a one-week interval between each test, and the duration of each experiment was the same. This experiment adopted a 3 (groups: sedentary group, aerobic exercise group, and resistance exercise group) × 2 (time: before and after intervention) mixed experimental design. The exercise interventions were aerobic exercise and resistance exercise, with a moderate intensity (60%HRmax-75%HRmax). Before and after the intervention, participants completed an 8-minute Gradual Onset Continuous Performance Task (gradCPT) behavioral test and synchronized EEG data recording. Statistical analysis was performed using paired-sample non-parametric tests to compare behavioral data before and after intervention, and k independent-sample non-parametric tests to compare intergroup behavioral data. EEG data from three electrodes (O1, OZ, O2) were selected for analysis, and a two-way repeated measures analysis of variance was used to analyze the average amplitude of ERP components. SPSS 25.0 statistical software was used for data analysis, and Graph Pad Prism 8 software was used for data plotting. A significance level of p<0.05 was set for differences.

Research Results: Behavioral results (1) Comparison of differences before and after intervention: There were no significant differences in reaction time and omission rate between the sedentary group, aerobic exercise group, and resistance exercise group before and after intervention (p>0.05); the false alarm rate in the sedentary group, aerobic exercise group, and resistance exercise group showed significant differences before and after intervention (p<0.05). (2) Intergroup comparison: There were no significant differences in reaction time and omission rate between the sedentary group, aerobic exercise group, and resistance exercise group before and after intervention (p>0.05); the false alarm rate in the resistance exercise group was significantly lower than that in the sedentary group and aerobic exercise group (p<0.05).

EEG results: (1) There was no significant difference in the average amplitude of the occipital N2 component among the sedentary group, aerobic exercise group, and resistance exercise group before intervention (p>0.05). After intervention, the average amplitude of occipital N2 in the aerobic exercise group and resistance exercise group was significantly lower than that in the sedentary group (p<0.05), but there was no significant difference in the average amplitude of occipital N2 between the aerobic exercise group and resistance exercise group. (2) There was no significant difference in the average amplitude of the Late Positive Potential (LPP) component among the sedentary group, aerobic exercise group, and resistance exercise group.

Research Conclusion: Aerobic and resistance exercise can achieve similar levels of sustained attention with lower effort, optimizing attention allocation patterns. Resistance exercise outperforms aerobic exercise in improving behavioral performance.