注意力是大腦認知功能的一部分，注意力異常或缺乏會導致學習困難。相關研究顯示，中高強度有氧適能運動對提升大腦認知功能表現、促進生理反應、增加學習者的工作記憶功能呈現正向影響。因此，本研究目的為了解一次性中高強度有氧適能訓練介入對國小二年級學童注意力之立即性影響。方法：以某國小二年級8±1歲的兒童為研究對象（N＝17，男7名，女10名），採前實驗單組前後測設計，包括多向度注意力前測、一次性中高強度有氧適能訓練、注意力後測。有氧適能訓練包含20分鐘中強度、4分鐘高強度Tabata運動，共計24分鐘運動。研究資料透過描述性統計與相依樣本t檢定進行分析，顯著水準定為α＝.05。研究結果：一次性運動後，學童在集中性注意力、選擇性注意力、交替性注意力、分配性注意力等四個向度的量表平均得分皆有增加，但未達差異水準；而在「持續性注意力」和「整體注意力」的表現上，達顯著差異。研究結果，驗證一次性中高強度有氧適能訓練能立即提升學童整體性注意力，尤以持續性注意力為佳。
Purpose: The most direct reason that affects the academic performance in the learning stages of children is attention. Relevant studies have shown that intermediate intensity acute exercise can enhance the cognitive function of brain, promote physiological response and increase the working memory function of learners. Therefore, the purpose of this study was to investigate influence of One Time Intermediate High-Intensity Interval Training on Attention of Second Graders Intermediate high-intensity aerobic fitness training on second-grade students' attention. Methods: Seventeen (N = 17, 7 boys and 10 girls) second grade (age: 8±1 yrs) students were participated in this study. All participants were accessed by Multi-dimensional Attention Test before and after the experiment. The training group attended the one time intermediate-intensity (55%-65% HRmax) aerobic fitness Training. The medium and high aerobic fitness training consisted of 20 minutes of medium intensity, 4 minutes of high intensity Tabata exercise, and a total of 24 minutes of exercise. The data were analyzed by paired samples t-tests with a significant level α=.05. Findings/Results: The total scores on the post-test of the attention test taken by the training group was significantly higher than the pre-test. However, the analysis of each dimension of the test showed that only the scores of sustained attention had significant difference than the pre-test. Conclusion: One time intermediate to high intensity aerobic fitness training can improve second-grade students' total attention and sustained attention.
