The Impact of One-Year Boxing Training on Attention in Adolescent Athletes

Boxing, as a high-intensity intermittent and confrontational contact sport that demands high coordination and rapid reaction (predominantly relying on anaerobic energy systems), involves extensive attentional allocation, inhibitory control, and quick decision-making during training. Exercise interventions have been demonstrated as an effective means to enhance cognitive function. Research indicates that combined aerobic and anaerobic exercises show greater cognitive benefits compared to aerobic exercise alone. Moreover, high-intensity exercise and cognitively engaging physical activities, such as sports requiring complex coordination and strategic thinking, are found to stimulate neural networks associated with cognition, leading to more pronounced advantages in improving cognitive function. Therefore, in theory, boxing may exert more profound and specific influences on cognitive abilities. However, existing research on boxing has predominantly focused on athletic performance, training methodologies, and physical fitness indicators, while studies examining its relationship with brain health, particularly neuropsychological changes, remain limited.

Childhood and adolescence represent a critical period of rapid development and maturation in brain structure, neurocognitive functions, and neural networks. During this stage, the brain exhibits strong plasticity and high sensitivity to external stimuli. Studies have shown that physical exercise, especially regular and long-term interventions, not only enhances the physical fitness of children and adolescents but also significantly improves their cognitive functions, including executive function and attention. Notably, most current research has concentrated on cognitive measurements such as working memory and inhibitory control in typically developing children and adolescents or clinical populations (e.g., those with neurodevelopmental disorders or depression). In contrast, in-depth investigations into the attentional network systems of professional adolescent athletes remain relatively scarce.

Attention serves as the foundation for various cognitive functions. From a neurobiological perspective, attention is defined as the brain's ability to selectively allocate resources to process specific information while suppressing irrelevant information. Based on research into the anatomical structures and specific functions of the brain related to attention, psychologists Posner, Petersen, and colleagues proposed the attentional network model, which deconstructs attention into three sub-networks: alerting, orienting, and executive control. Building upon this theoretical framework, Fan and colleagues developed the Attentional Network Test (ANT). The ANT is a classic and widely used behavioral measurement tool for studying attentional sub-networks. Through its sophisticated experimental design, the ANT effectively isolates and assesses the three core sub-networks of attention within a single task. Unlike paradigms such as the Stroop or Flanker tasks, which primarily focus on measuring specific functions like executive control, the ANT provides a more comprehensive multidimensional assessment of attentional functions in a single session. Existing research suggests that while neuroimaging techniques such as fMRI and ERP offer deeper insights into neural mechanisms, their high costs and operational complexity limit their practicality. In contrast, the ANT is more suitable for application in sports training environments due to its low cost, non-invasiveness, ease of implementation, and suitability for repeated measurements.

• Inclusion Criteria:

• Eighth-grade students aged 13-15;

• Passed the physical fitness selection test and basic professional athlete examination before enrollment, with a foundation in sports training;

• No prior experience in boxing or any combat sports training;

• Normal vision (naked or corrected) and right-handedness; ⑤ Voluntary participation in this study, with informed consent signed by a legal guardian.
• Exclusion Criteria:

• History of significant brain trauma, neurological disorders (e.g., epilepsy), or psychiatric disorders (e.g., ADHD);

• Previous diagnosis of concussion or symptoms related to head trauma (e.g., frequent headaches, impaired consciousness);

• Severe somatic diseases (e.g., heart disease, hypertension) that preclude tolerance of moderate-intensity exercise; ④ Current use of medications that may affect cognitive function (e.g., sedatives, antipsychotic drugs); ⑤ Visual, hearing, or physical impairments that would prevent completion of the ANT test or boxing training.
• Withdrawal Criteria:

• Occurrence of concussion or severe head trauma during the study, confirmed by medical examination and necessitating termination of training; ② Inability to continue participation in training or testing due to personal reasons (e.g., transferring schools, voluntary withdrawal); ③ Failure to comply with the training plan for three consecutive months (absence rate >30%); ④ Development of other health issues (e.g., newly diagnosed neurological disorders) that may affect study outcomes, as assessed by the research team, leading to a recommendation for withdrawal.