执行功能作为对其他认知过程进行控制和协调的高级认知过程，是认知和社会功能的核心。执行功能发展不良会对个体的生长发育及未来发展造成不利影响，可能产生注意缺陷多动障碍、学习障碍、攻击性行为等问题。学龄前儿童处于执行功能发展的关键时期，探索促进其执行功能发展的干预手段具有重要理论意义和实践价值。

本研究以学龄前儿童为研究对象，采用2（时间：前测、后测）×2（组别：实验组、对照组）的混合实验设计，探讨研发的12周身体活动方案对学龄前儿童执行功能的影响，为学龄前儿童执行功能的促进提供新的思路和途径。研究结果发现：

1. 在抑制功能上，从正确率看，重复测量方差分析结果显示：（1）不一致条件上，时间×组别交互作用显著，进一步简单效应分析发现，实验组后测显著高于前测，对照组前后测无显著性差异；实验组后测显著高于对照组后测。（2）一致条件上，时间×组别交互作用显著，进一步简单效应分析发现，实验组和对照组的后测均显著高于前测；实验组后测显著高于对照组后测。以上结果表明，身体活动方案干预显著提升了实验组抑制功能的运行效能。从反应时看，重复测量方差分析结果显示：（1）不一致条件上，时间×组别交互作用显著，进一步简单效应分析发现，实验组和对照组的后测均显著低于前测；实验组后测与对照组后测无显著性差异。对两组反应时的变化值（后测-前测）进行独立样本t检验发现，实验组反应时的缩短程度显著大于对照组。（2）一致条件上，时间×组别交互作用不显著，时间主效应显著，进一步简单效应分析发现，实验组和对照组的后测均显著低于前测；实验组后测与对照组后测无显著性差异。对两组反应时的变化值进行独立样本t检验发现，两组的变化值无显著性差异。（3）抑制能力上，时间×组别交互作用显著，进一步简单效应分析发现，实验组和对照组的后测与前测相比均无显著性差异；实验组后测显著低于对照组后测。以上结果表明，身体活动方案干预显著提升了实验组抑制功能的运行效率。

2. 在刷新功能上，从正确率看，重复测量方差分析结果显示：时间×组别交互作用显著，进一步简单效应分析发现，实验组后测显著高于前测，对照组前后测无显著性差异；实验组后测显著高于对照组后测。以上结果表明，身体活动方案干预显著提升了实验组刷新功能的运行效能。从反应时看，重复测量方差分析结果显示：时间×组别交互作用不显著，时间主效应显著，进一步简单效应分析发现，实验组和对照组的后测均显著低于前测；实验组后测与对照组后测无显著性差异。对两组反应时的变化值进行独立样本t检验发现，两组的变化值无显著性差异。以上结果表明，身体活动方案干预对实验组刷新功能的运行效率无显著影响。

3. 在转换功能上，从正确率看，重复测量方差分析结果显示：（1）不转换条件上，时间×组别交互作用不显著，时间主效应显著，进一步简单效应分析发现，实验组后测显著高于前测，对照组前后测无显著性差异；实验组后测显著高于对照组后测。（2）转换条件上，时间×组别交互作用显著，进一步简单效应分析发现，实验组后测显著高于前测，对照组前后测无显著性差异；实验组后测显著高于对照组后测。以上结果表明，身体活动方案干预显著提升了实验组转换功能的运行效能。从反应时看，重复测量方差分析结果显示：（1）不转换条件上，时间×组别交互作用不显著，时间主效应显著，进一步简单效应分析发现，实验组和对照组的后测均显著低于前测；实验组后测显著低于对照组后测。（2）转换条件上，时间×组别交互作用显著，进一步简单效应分析发现，实验组和对照组的后测均显著低于前测；实验组后测显著低于对照组后测。（3）转换能力上，时间×组别交互作用不显著，时间主效应显著，进一步简单效应分析发现，实验组后测显著低于前测，对照组前后测无显著性差异；实验组后测显著低于对照组后测。以上结果表明，身体活动方案干预显著提升了实验组转换功能的运行效率。

综上，得出以下结论：

（1）研发的12周身体活动方案对学龄前儿童执行功能的健康发展具有积极作用，可以作为有效促进学龄前儿童执行功能发展的身体活动干预方案。

（2）12周身体活动方案干预能够显著提升学龄前儿童抑制、刷新、转换功能的运行效能和抑制、转换功能的运行效率。

Executive function, as the higher cognitive process that controls and coordinates other cognitive processes, which is the central of cognitive and social functioning. Poor development of executive functions can adversely affect the growth and future development of individuals which may result in problems such as attention deficit hyperactivity disorder, learning disabilities, and aggressive behaviors. The preschool stage is a critical period for executive function development, it is of great theoretical and practical importance to explore interventions to promote executive function development in preschool children.

In this study, the experimental design was like 2 (time: pre-test, post-test) × 2 (group: experimental group, control group) which used to investigate the effects of an developed 12-week physical activity program on preschool children's executive functions, and to provide a new scientific approach for the promotion of executive functions in preschool children. The findings of the study as followed.

1. On the inhibition function, in terms of correctness, the results of repeated measures ANOVA showed that: (1) On the inconsistent condition, the time × group interaction was significant, and further simple effects analysis revealed that compared to the pre-test，the experimental group’s post-test was higher, and the control group had no no significant difference between pre and post-test; compared to the control group, the post-test of the experimental group was significantly higher. (2) On the consistent condition, the time × group interaction was significant, and further simple effects analysis revealed that the post-test was significantly higher than the pre-test in both experimental and control groups; the post-test in the experimental group was significantly higher than the post-test in the control group. The above research results show that the physical activity program intervention significantly enhanced the operational efficacy of the experimental group's inhibition function. In terms of reaction time, the results of the repeated measures ANOVA showed that: (1) On the inconsistent condition, the time × group interaction was significant, and further simple effects analysis revealed that the post-test was significantly lower than the pre-test in both the experimental and control groups; the experimental group post-test was not significantly different from the control group post-test. An independent samples t-test of the change values at reaction time (post-test subtraction pre-test) of the experimental group and the control group found that the experimental group reduction was significantly greater. (2) On the consistent condition, the time × group interaction was not significant, and the time main effect was significant. Further simple effect analysis revealed that the post-test was significantly lower than the pre-test in both the experimental and control groups; there was no significant difference between the post-test of the experimental group and the post-test of the control group. An independent sample t-test of the change values at the time of response of the two groups found no significant difference between the two groups. (3) On the inhibition ability, the time × group interaction was significant, and further simple effects analysis revealed that there was no significant difference between the post-test of both the experimental and control groups compared to the pre-test; compared to the control group, the post-test of the experimental group was significantly lower. The above research results show that the physical activity program intervention significantly enhanced the operational efficiency of the experimental group's inhibition function.

2. On the updating function, in terms of correctness, the results of repeated measures ANOVA showed that the time × group interaction was significant, and further simple effects analysis revealed that compared to the pre-test, the experimental group’s post-test was higher, and on the control group, there was no significant difference between the pre and post-test; compared to the control group, the post-test of the experimental group was significantly higher. The above research results show that the physical activity program intervention significantly enhanced the operational efficacy of updating function in the experimental group. In terms of reaction time, the results of the repeated measures ANOVA showed that the time × group interaction was not significant, and the time main effect was significant. Further simple effects analysis revealed that the post-test was significantly lower than the pre-test in both the experimental and control groups; there was no significant difference between the post-test of the experimental group and the post-test of the control group. An independent samples t-test of the change values at the time of response between the two groups revealed no significant difference. The above research results show that the physical activity program intervention had no significant effect on the operational efficiency of the updating function in the experimental group.

3. On the shifting function, in terms of correctness, the results of repeated measures ANOVA showed that: (1) on the no-shifting condition, the time × group interaction was not significant and the time main effect was significant. Further simple effects analysis revealed that, compared to the control group, the experimental group’s post-test was higher. There was no significant difference between the pre and the post-test; compared to the control group, the post-test of the experimental group was significantly higher. (2) On the shifting condition, the time × group interaction was significant, and further simple effects analysis found that the experimental group post-test was significantly higher than the pre-test, and control group has no significant difference in pre-test and post-test; compare to the control group, the post-test of the experimental group was significantly higher. the experimental group post-test was significantly higher than the control group post-test. The above research results show that the physical activity program intervention significantly enhanced the operational efficacy of the experimental group's shifting function. In terms of reaction time, the results of repeated measures ANOVA showed that: (1) on the no-shifting condition, the time × group interaction was not significant, the time main effect was significant, and further simple effects analysis revealed that the post-test was significantly lower than the pre-test in both the experimental and control groups; the post-test in the experimental group was significantly lower than the post-test in the control group. (2) On the shifting condition, the time × group interaction was significant, and further simple effects analysis revealed that the post-test of both experimental and control groups was significantly lower than the pre-test; the post-test of experimental group was significantly lower than the post-test of control group. (3) On shifting ability, the time × group interaction was not significant, and the time main effect was significant. Further simple effects analysis found that the experimental group’s post-test had was significantly lower than the pre-test, and there was no significant difference between two group’s pre-test and the post-test; compare to the control group, the post-test of the experimental group was significantly lower. The above research results show that the physical activity program intervention significantly enhanced the operational efficiency of the experimental group's shifting function.

In summary, the following conclusions were drawn: (1) The developed 12-week physical activity program has a positive effect on the healthy development of executive functions in preschool children, which can be used as an effective physical activity intervention program to promote the development of executive functions in preschool children. (2) The 12-week physical activity program intervention can significantly improve the operational efficacy of inhibition, updating, and shifting functions and the operational efficiency of inhibition and shifting functions in preschool children.