背景：團隊運動比賽是一種具有認知需求、需要動作-認知多工處理且有時間限制的環境。運動員們在比賽過程中需要對外界刺激做出適當的決策判斷，並執行出變換動作方向和速度的反應。因此，團隊運動員的敏捷和認知決策能力（例如：抑制控制、視覺空間工作記憶）對於運動的成功至關重要。此外，近期有研究將認知挑戰整合到功能性動作任務中，發展出接近於運動情境下的認知-動作表現任務，有效挑戰運動員於實地場域的認知及動作能力。鑑於此，本研究開發了兩個具有認知挑戰的敏捷任務，來研究團隊運動員於場域中的認知及敏捷表現。目的：本研究為了探討團隊運動員完成具認知挑戰的敏捷任務的結果，是否有受到認知負荷而影響其敏捷表現，以及了解於實地現場中認知挑戰敏捷任務所測得的認知表現結果與實驗室內測得的認知功能測量結果之間的潛在關係。方法：招募19名具有足球專業經驗 6.53 ± 2.04年的男性國中團隊運動員（年齡為13.63 ± 0.83歲）參加本研究。參與者完成了身體適能檢測、實驗室內電腦版的認知功能測量（側翼任務和區塊敲擊跨度任務）、一般性敏捷任務和具有認知挑戰的敏捷任務。結果：根據研究結果發現參與者進行具有側翼挑戰的Y型敏捷性任務中，一致和不一致試驗之間的準確率、決策時間和完成敏捷總時間有出顯著性差異。令人意外的是，具有側翼挑戰的Y型敏捷任務的抑制控制表現與實驗室測得的抑制控制表現之間沒有顯著性相關。另一方面，於涉及視覺空間工作記憶挑戰的扇形穿梭跑敏捷任務中，在跑3個定點、跑4個定點和跑5個定點中所完成的總敏捷時間有顯著性長於不涉及視覺空間工作記憶需求的相同敏捷任務。此外，於實驗室內和現場測得的視覺空間工作記憶表現之間存在顯著性相關。結論：根據上述結果，團隊運動員的場上敏捷任務表現會受到認知需求增加而影響。即使於認知挑戰的敏捷任務中有觀察到側翼效應，但運動員在實驗室內的抑制控制能力並不能直接表示此類敏捷任務中的抑制控制能力。另一方面，將視覺空間工作記憶任務整合於敏捷性任務中會影響其整體敏捷表現，而且運動員在實驗室內的視覺空間工作記憶能力可能與其現場的視覺空間記憶表現有關。因此，本研究新設計的認知挑戰敏捷任務可能有潛力反映運動員場上的認知及敏捷表現，這可為專業教練和專家提供一個新的表現參數，以了解團隊運動員於場上的認知及敏捷表現。從本研究的結果及設計想法來看，或許可為教練提供新的寶貴見解，來制定訓練內容或評量團隊運動員的才能和表現。還有，從本研究結果得知不同的任務設計可能會產生不同的結果，這需要在未來加以考量。

Introduction: A team sports context is a cognitively demanding, motor-cognitive multitasking, and temporally constrained environment where athletes require reactively change direction and speed in response to external stimuli through the decision-making. Consequently, athletes' agility and cognitive abilities (e.g., inhibitory control, visuospatial working memory) are important for the success in sport. Moreover, athletes' functional assessment and training drills now incorporate cognitive challenges into movement tasks, effectively challenging both their physical and cognitive abilities. In light of this, the intention of the current study is to develop two innovative agility tasks that involving cognitive challenges. These tasks provide an opportunity to examine the performance of team sports athletes in terms of their cognition and agility on the field. Purpose: The aims are to examine how simultaneous cognitive challenges, such as inhibition control and visuospatial working memory, may impact agility performance, and to investigate the potential correlation between the cognitive outcomes of these cognitively demanding agility tasks performed in real-world conditions and the results obtained from cognitive function measures conducted in a laboratory setting. Method: Nineteen male junior high school soccer players, aged 13.63 ± 0.83 years, with an average of 6.53 ± 2.04 years of professional soccer experience, were recruited to participate in our study. The participants had completed physical fitness tests, computerized lab-based measurements of cognitive function (the flanker task and the Corsi block span task), the general agility tasks, and the cognitively challenging agility tasks. Result: Soccer players performing the Y-shaped agility with flanker tasks displayed significant differences in accuracy, decision time, and overall total time between congruent and incongruent trials. Unexpectedly, no correlation was observed between cognitive function performance in the Y-shaped agility with flanker task and the inhibitory control measured in the laboratory. In the fan-shaped shuttle run agility tasks, cognitively challenging tasks involving visuospatial working memory took significantly longer to complete in series 3, series 4, and series 5 compared to the same agility tasks without visuospatial working memory demands. Moreover, a significant correlation was found between the measures of visuospatial working memory performance obtained in the laboratory and in the field. Conclusion: The results revealed that increased cognitive demands impact the agility performance of team sport athletes. Although the flanker effect appears in the cognitively challenging agility task, the performances of soccer players on lab-based inhibitory control assessment do not indicate their performances during such agility task. Integrating visuospatial working memory tasks into the agility task affects performance, and soccer players’ the exhibited visuospatial working memory capabilities in the laboratory may be linked to their cognitive performance on the field. Consequently, integrating cognitive challenges into agility tasks provides new parameters for professional coaches and specialists to better understand athletes’ performance on field, while also offering valuable insights for tailoring training drills and assessments for talent identification and performance development in team sports athletes. From the results of the cognitively challenge agility tasks we designed, it was found that different task designs may yield varying effects, emphasizing the need to consider this in the future.

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