Abstract
A growing number of studies support the theory that physical activity can effectively foster the cognitive function of children with attention-deficit hyperactivity disorder (ADHD). The present study examines the effect of acute moderate physical activity on the executive functions and attention performance of (1) typically developing children (without psychological, psychiatric or neurological diagnosis and/or associated treatment stated in their medical history); (2) treatment-naïve ADHD children; and (3) medicated children with ADHD. In the current study, a total sample of 150 (50 non-medicated, 50 medicated, and 50 typically developing) children between the ages of 6 and 12 took part in the experiment. The Mini International Neuropsychiatric Interview for Children and Adolescents (MINI Kid) was used to measure ADHD and the child version of the Test of Attentional Performance (KiTAP) was applied to evaluate the children’s attentional and executive function performance before and after two types of intervention. In order to compare the effects of physical activity and control intervention, half of the children from each group (25 participants) took part in a 20-min long, moderately intense physical activity session on the 60–80% of their maximum heart rate, while watching a cartoon video. In the control condition, the other half of the children (25 participants) from each group watched the same cartoon video for 20 min while seated. Physical activity (compared to the just video watching control condition) had a significantly positive influence on 2 out of 15 measured parameters (median reaction time in the alertness task and error rates in the divided attention task) for the medicated group and on 2 out of the 15 measured variables (number of total errors and errors when distractor was presented, both in the distractibility task) regarding the treatment-naïve group. Future studies should focus on finding the optimal type, intensity, and duration of physical activity that could be a potential complementary intervention in treating deficits regarding ADHD in children.
Highlights
Attention-deficit hyperactivity disorder (ADHD) is characterized by inattentive, impulsive, and hyperactive behavior [1], with a prevalence of 4–6% among school-age children [2,3]
The aim of our study was to gather information that could form the basis of practical recommendations and interventions for children with ADHD, within school settings in order to help manage their difficulties in attention and executive functions
We would like to highlight that 20 min of moderate intensity physical activity had a positive and significantly different impact on two out of 15 parameters in the medicated group
Summary
Attention-deficit hyperactivity disorder (ADHD) is characterized by inattentive, impulsive, and hyperactive behavior [1], with a prevalence of 4–6% among school-age children [2,3]. ADHD is under the “Neurodevelopmental Disorders” section in the Diagnostic and Statistical Manual of Mental. In the case of ADHD, abnormalities were found in the fronto-cortical and fronto-striatal regions and systems of the brain [5]. The frontal region and especially the prefrontal cortex of the brain are involved in “executive function” (EF) tasks, which are higher-order cognitive tasks, basically including inhibition, working memory, and switching [6,7]. Some researchers suggested that hyperactive, impulsive, and inattentive behaviors of children with ADHD are consequences of EF deficits (e.g., [10,11,12])
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