郭梁1，李天庚1，2，曾赛1，3，邓星华1
(1.华南师范大学 体育科学学院，广东 广州 510006；2.双流区双华小学，四川 成都 610207；3.陈村镇中心小学，广东 佛山 528313)
摘 要：在广州市某小学招募学龄儿童221名，采用问卷调查法和人体测量法调查学龄儿童低强度身体活动(LPA)、中高强度身体活动(MVPA)、静态行为(SB)和睡眠(SLP)，采用《中国-韦氏儿童智力量表手册》测量学龄儿童填图、积木和图形拼凑三项操作智商，并对相关数据进行分配模型和等时替代模型分析，旨在探究学龄儿童24 h活动行为与操作智商的关系。结果显示：(1)MVPA时间占比与学龄儿童填图、积木、图形拼凑及操作智商总分显著相关，LPA时间占比与填图、操作智商总分显著负相关，SB时间占比与填图、积木、图形拼凑及操作智商总分显著负相关，SLP时间占比与填图、图形拼凑及操作智商总分显著相关。(2)各行为间15 min的等时替代后操作智商总分预测值都产生显著变化，而MVPA和SLP间15 min的等时替代后填图和图形拼凑预测值无显著变化，且MVPA替代其他行为的效应具有明显的不对称性，25 min后操作智商总分预测值急剧下降。研究认为，提升学龄儿童操作智商应着眼于24 h活动行为整体，有效保障已有MVPA时间，积极利用SB、LPA时间向MVPA、SLP转化。
关 键 词：学龄儿童；身体活动；静态行为；睡眠；操作智商
中图分类号：G807.1 文献标志码：A 文章编号：1006-7116(2025)04-0144-07
The relationship between 24-hour movement time allocation and substitution and Performance IQ among school-age children
GUO Liang1，LI Tiangeng1, 2，ZENG Sai1, 3，DENG Xinghua1
(1.School of Physical Education，South China Normal University, Guangzhou 510006，China；
2.Shuanghua Primary School in Shuangliu District，Chengdu 610207，China；
3.Chencun Town Central Primary School，Foshan 528313，China)
Abstract: A total of 221 children were recruited from a primary school in Guangzhou. Using the methods of questionnaire survey and anthropometric measurement, data were collected on low-intensity physical activity (LPA), moderate-to-vigorous physical activity (MVPA), sedentary behavior (SB), and sleep (SLP) of school-age children. Performance IQ was assessed through three aspects such as picture completion, block design, and object assembly from the Chinese Wechsler Intelligence Scale for Children, while related data were analyzed using compositional and isotemporal substitution models, so as to explore the relationship between 24-hour movement behaviors and Performance IQ in school-age children. The results showed that: (1) The proportion of time spent in MVPA was significantly positively associated with picture completion, block design, object assembly, and the overall Performance IQ score; the proportion of LPA time was significantly negatively associated with picture completion and the overall Performance IQ score; the proportion of SB time was significantly negatively associated with all three sub tests and the overall Performance IQ score; and the proportion of SLP time was significantly positively associated with picture completion, object assembly, and the overall Performance IQ score. (2) Isotemporal substitution of 15 minutes among various behaviors resulted in significant changes in predicted Performance IQ scores. However, substituting 15 minutes between MVPA and SLP did not significantly affect picture completion or object assembly scores. The effects of MVPA substitutions were clearly asymmetric, with Performance IQ scores dropping sharply when MVPA time was reduced by more than 25 minutes. The study suggests that the effective strategies of improving Performance IQ in school-age children should take a holistic view of 24-hour movement behaviors, and preserving existing MVPA time and actively converting SB and LPA time into MVPA or SLP.
Keywords: school-age children；physical activity；sedentary behavior；sleep；Performance IQ