Background Physical activity intervention and watching natural environment videos have been proven to improve young children’s attention levels. However, evidence comparing the improvement effects of different combinations of the two activities has rarely been reported. By comparing the differences in the improvement effects of four combinations of physical activities and watching natural environment videos on young children’s attention levels, this study can enrich the evidence in this research field and also provide a reference for arranging effective intervention methods for children’s attention recovery between classes. Method A total of 152 children aged 4 to 6 years were recruited and randomly divided into four intervention groups: (1) physical activity intervention first and thereafter watching a natural environment video group (activity + video group), (2) watching a natural environment video first and thereafter the physical activity intervention group (video + activity group), (3) physical activity-based group, and (4) natural environment video-based group. Physical activity involved 4 min of moderate-intensity basic physical fitness combination training. The subjects wore the Pico Neo pioneer version of the VR glasses all-in-one machine to watch a natural environment video. Thereafter, population sociological variables and daily physical activity levels were investigated. Auditory and visual sustained attention tests were performed before and after intervention in each group. Result The auditory attention post-test scores of the four groups showed an improvement trend compared with the pretest scores. In particular, the activity + video group (F = 10.828; ɳp2 = 0.226; p = 0.002) and natural environment video-based group (F = 9.452; ɳp2 = 0.203; p = 0.004) have the best improvement effect. For visual attention, only the activity + video group showed a significant improvement trend (F = 4.287; ɳp2 = 0.104; p = 0.045), while the other three groups showed a downward trend in scores. Conclusions Among the different intervention combinations, the physical activity intervention first and watching natural environment videos thereafter group has the best effect on improving children’s attention during recess. Physical activity interventions at the end of recess adversely affect young children’s visual attention levels at the beginning of the class. Therefore, this study recommends that children should not engage in physical activity interventions in the second half of the class break. Lastly, the current research recommends presenting the content of physical activity interventions first and further improving their attention thereafter by watching natural environment videos.

ObjectivesWith the deepening of non-drug intervention research on human mental health, more and more attention has been paid to the benefits of horticultural activities and green exercise on physical and psychological health. This study compared the affect improvement between horticultural activities with the same intensity and green exercise and that with or without green plants to verify the value of horticultural activities and green exercise in improving human affect and the importance of green plants.MethodsA total of 160 subjects aged 18–26 years (average age 22.5 years) were recruited and randomly divided into a control group, a horticultural activity group with green plants, a horticultural activity group without green plants, and a green exercise group. Demographics, sociological variables, and daily physical activity levels were investigated. Green space at Zhejiang Normal University was selected as the test site. After finishing the preparation work, the subjects sat quietly for 8 min before the pre-test. The horticultural group completed 20 min of horticultural activities {8 min of digging [40%*HRR(heart rate reserve) + RHR(resting heart rate)] + 8 min of transplantation [(50%*HRR + RHR) + 4 min of watering (30%*HRR + RHR)]}. The group returned to a calm state (no less than 20 min) for the post-test. The green exercise group completed a 20-min power bike ride. The activity intensity and activity time of the green exercise group were determined according to the activity intensity and time of the horticultural group. Dependent variables were collected, including blood pressure, positive/negative affects, heart rate variability (RMSSD, SDNN, and LF/HF), and controlled covariate environmental parameters (field temperature, humidity, and noise).Results(1) A significant difference was observed in the improvement effect except for negative affect between the green horticultural activity group and the green exercise group (F = 3.310; ɳp2 = 0.046; p = 0.037). No significant difference was observed in other affect indicators. (2) In the same pattern of with and without green plant horticultural activity group, the green plant horticultural activity group had a better effect on the improvement of affect, and the two groups had a better negative affect (F = 3.310; ɳp2 = 0.046; p = 0.037), SDNN index of heart rate variability(F = 1.035; ɳp2 = 0.015; p = 0.039), and RMSSD index (F = 2.225; ɳp2 = 0.032; p = 0.014), and no significant difference was observed in the improvement effect of other affect indicators between the two groups.ConclusionsHaving green horticulture can give the same intensity as green exercise and affect improvement. Findings suggest that people can choose green exercise or horticultural activities according to their preferences and physical characteristics in the two physical activities. Under the same pattern of horticultural activities, green plants are the key factor in improving the affect of horticultural activities. Choosing suitable plant types in horticultural activities is positively significant in enhancing affect.

Objectives Physical activity intervention and watching natural environment videos have been proven to improve young children’s attention level. However, evidence comparing the improvement effects of different combinations of the two has rarely been reported. By comparing the differences in the improvement effects of four combinations of physical activities and watching natural environment videos on the attention level of young children, this study can enrich the evidence in this research field and also provide a reference for arranging effective intervention methods for children’s attention recovery between classes. Method A total of 152 children aged 4 to 6 years were recruited and randomly divided into four intervention groups: (1) physical activity intervention first and thereafter watching the natural environment video group (activity + video group), (2) watching the natural environment video first and thereafter the physical activity intervention group (video + activity group), (3) physical activity-based group, and (4) natural environment video-based group. Physical activity involved 4 minutes of moderate-intensity basic physical fitness combination training. The subjects wore the Pico Neo pioneer version of the VR glasses all-in-one machine to watch the natural environment video. Thereafter, population sociological variables and daily physical activity levels, among others, were investigated. Auditory and visual sustained attention tests were performed before and after the intervention in each group. Result Compared with the pretest scores, the auditory attention post-test scores of the four groups showed an improvement trend. In particular, the “activity + video” group (F = 10.828; ɳp2 = 0.226; p = 0.002) and “natural environmental video-based” group (F = 9.452; ɳp2 = 0.203; p = 0.004) have the best improvement effect. For visual attention, only the “activity + video” group showed a significant improvement trend (F = 4.287; ɳp2 = 0.104; p = 0.045), while the other three groups showed a downward trend in scores. Conclusions Among the different intervention combinations, the physical activity intervention first and watching natural environment videos thereafter group has the best effect on improving children’s attention during recess. Physical activity interventions at the end of recess adversely affect young children’s visual attention levels at the beginning of the class. Therefore, this study recommends that children should not engage in physical activity interventions in the second half of the class break. Lastly, the current research recommends presenting the content of physical activity interventions first and further improving their attention thereafter by watching natural environment videos.