Abstract
The main purpose of this two-part study was to examine the effects of acute, moderate intensity exercise on task switching in children with attention-deficit/hyperactivity disorder (ADHD). In Study 1, we compared the task switching performance of children with and without ADHD. Twenty children with ADHD and 20 matched controls performed the task switching paradigm, in which the behavioral indices and P3 component of event-related potentials elicited by task-switching were assessed simultaneously. The amplitude and latency of P3 reflected the amount of attention resource allocated to task-relevant stimulus in the environment and the efficiency of stimulus detection and evaluation, respectively. The task switching included two conditions; the pure condition required participants to perform the task on the same rule (e.g., AAAA or BBBB) whereas the mixed condition required participants to perform the task on two alternating rules (e.g., AABBAA…). The results indicated that children with ADHD had significantly longer RTs, less accuracy, and larger global switch cost for accuracy than controls. Additionally, ADHD participants showed smaller amplitudes and longer P3 latencies in global switch effects. In Study 2, we further examined the effects of an acute aerobic exercise session on task switching in children with ADHD. Thirty-four children with ADHD performed a task switching paradigm after 30 min of moderate-intensity aerobic exercise on a treadmill and after control sessions (watching videos while seated). The results revealed that following exercise, children with ADHD exhibited smaller global switch costs in RT compared with after control sessions. The P3 amplitude only increased following exercise in the mixed condition relative to the pure condition, whereas no effects were found in the control session. These findings suggest that single bouts of moderate intensity aerobic exercise may have positive effects on the working memory of children with ADHD.
Highlights
Attention-deficit/hyperactivity disorder (ADHD) is one of the most common disorders in children, present in approximately 8.7% of children in the U.S (Froehlich et al, 2007), and approximately 50% of children with ADHD experience symptoms that persist into adulthood (Lara et al, 2009)
In Study 2, we further examined the effects of a single bout of acute aerobic exercise on components of executive function using the task switching performance of children with ADHD, particular regarding the aspects of working memory, inhibition, and mental flexibility
A twoway ANOVA revealed main effects of groups. A 2 (Group) [F(1,38) = 10.97, p < 0.01, η2p = 0.22] and Condition [F(1,38) = 140.74, p < 0.01, η2p = 0.79], with the results indicating that children with ADHD responded slower than the controls
Summary
Attention-deficit/hyperactivity disorder (ADHD) is one of the most common disorders in children, present in approximately 8.7% of children in the U.S (Froehlich et al, 2007), and approximately 50% of children with ADHD experience symptoms that persist into adulthood (Lara et al, 2009). ADHD can cause numerous impairments in social, academic, and occupational functioning (Bledsoe et al, 2010), resulting in a substantial economic impact on society (Pelham et al, 2007). Medication, behavioral treatment, combinations of medication and behavioral treatment, and community care are four distinct treatment strategies for ADHD (Molina et al, 2009). Despite the positive effects of pharmaceutical treatment on the behavioral symptoms of ADHD, some potential side effects may occur, such as insomnia, appetite reduction, moodiness, and headaches (Schachter et al, 2001), and this type of treatment exhibits limited long-term gains that often disappear once treatment is discontinued (Chronis et al, 2006; Steinberg-Epstein et al, 2011).
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
