摘要
Definitiveconclusionsconcerningtheimpactofexerciseinterventionsonchildren'smentalfunctioningaredifficulttoascertainbecauseofproceduraldifferencesamongstudies.Anarrativereviewofstudieswasconductedtoevaluatetheroleoftwotypesofexerciseinterventionsonchildren'scognition.Acuteandchronicexerciseinterventionswereclassifiedasquantitativeorqualitativeonthebasisofmanipulationsoftaskcomplexityand,byinference,mentalengagement.Bothtypesofinterventionsenhanceaspectsofchildren'scognition;however,theireffectsonmetacognitiveprocessesareunknown.Theroleofmetacognitiveprocessesandtheirregulationofchildren'sbehaviorandacademicperformancearehighlighted.
出版日期
2015年01月11日（中国期刊网平台首次上网日期，不代表论文的发表时间）
