Impact of physical activity on executive function in primary school children with autism spectrum disorder: a systematic review

Abstract

Objectives Physical activity (PA) has many significant health benefits for children with autism spectrum disorder (ASD). The aim of the present systematic review was to synthesise published studies focusing on the effect of PA interventions on executive function (EF) 6–12-year-old-children with ASD. To our knowledge, no systematic review has yet been conducted to examine the effects of PA interventions on EF in primary school children with ASD. Findings from this review could aid primary school professionals in identifying effective interventions to address EF difficulties. Methods The present systematic review adhered to PRISMA 2020 guidelines. Studies found in the Pubmed, Web of Science, Scopus and PsycINFO databases were analysed according to inclusion and exclusion criteria. Finally, a total of seven eligible articles were carefully analysed. All studies included in the present review were analysed for methodological rigour and risk of bias was evaluated using the Cochrane Collaboration Guide. Results Traditional PA interventions based on table tennis, basketball skills, non-static bicycling, mixed martial arts and Chinese mind-body exercise were beneficial to EF. Further, innovative tools such as exergames spoke to the interest of students and were a good option to bring into the classroom to improve EF. Conclusions Available evidence does not allow definitive conclusions regarding the cognitive benefits of PA alone. More scientific evidence is needed to establish firm conclusions about the type of interventions that specifically improve EF in children with ASD and provide accurate information to the scientific and educational community.