Effect of acute exercise on executive function in children with attention deficit hyperactivity disorder. Exercise impact on sustained attention of ADHD children, methylphenidate effects A Randomized Trial Examining the Effects of Aerobic Physical Activity on Attention-Deficit/Hyperactivity Disorder Symptoms in Young Children Measurement of the Effect of Physical Exercise on the Concentration of Individuals with ADHD Physical Activity, Affect, and Cognition in Children With Symptoms of ADHD Effects of a selected exercise programon executive function of children with attention deficit hyperactivity disorder The effects of exercise on children with attention-deficit hyperactivity disorder. Effects of combined exercise on physical fitness and neurotransmitters in children with ADHD: a pilot randomized controlled study Aerobic exercise and attention deficit hyperactivity disorder: brain research. Pilot Physical Activity Intervention Reduces Severity of ADHD Symptoms in Young Children Acute Physical Activity Enhances Executive Functions in Children with ADHD Sports therapy for attention, cognitions and sociality. Randomized Controlled Trial of Exercise for ADHD and Disruptive Behavior Disorders. Exercise Responses in Boys With Attention Deficit/Hyperactivity Disorder Cognitively challenging physical activity benefits executive function in overweight children Exercise Interventions in Children with Cancer: A Review Multimodal Therapy Involving High-Intensity Interval Training Improves the Physical Fitness, Motor Skills, Social Behavior, and Quality of Life of Boys With ADHD: A Randomized Controlled Study
This study was conducted to determine the effect of acute aerobic exercise on executive function in children with attention deficit hyperactivity disorder ( ADHD ) . Forty children with ADHD were r and omly assigned into exercise or control groups . Participants in the exercise group performed a moderate intensity aerobic exercise for 30 min , whereas the control group watched a running/exercise-related video .  Neuropsychological tasks , the Stroop Test and the Wisconsin Card Sorting Test ( WCST ) , were assessed before and after each treatment . The results indicated that acute exercise facilitated performance in the Stroop Test , particularly in the Stroop Color-Word condition . Additionally , children in the exercise group demonstrated improvement in specific WCST performances in Non-perseverative Errors and Categories Completed , whereas no influences were found in those performances in the control group . Tentative explanations for the exercise effect postulate that exercise allocates attention re sources , influences the dorsolateral prefrontal cortex , and is implicated in exercise-induced dopamine release . These findings are promising and additional investigations to explore the efficacy of exercise on executive function in children with ADHD are encouraged Attention deficit hyperactivity disorder ( ADHD ) is related to a deficiency of central catecholamines ( CA ) in cognitive , biochemical , and physical tests , and pharmaceutical intervention may have no effect if it is not accompanied by changes in the environment . The objective of our study was to test the hypothesis that central CA are responsible for the increase in speed reaction seen after physical activity ( PA ) and to measure the impact of high intensity PA on the sustained attention of 25 children diagnosed with ADHD consistent with the Disease Statistical Mental-IV ( DSM-IV ) criteria . It is possible that practicing sports assists in the management of the disorder . The children were divided between users ( US ) and non-users ( NUS ) of methylpheni date ( MTP ) , and the groups were compared to evaluate the effect of the drug on cognition after PA . Post-exercise performance on Conner ’s Continuous Performance Test-II ( CPT ) was not affected by MTP , we observed significant improvements in response time , and we saw normalization in the impulsivity and vigilance measures . These results suggest that the improvements in cognition after physical effort are not CA dependent . Additionally , our results suggest that  children ’s attention deficits can be minimized through PA irrespective of treatment with MTP . Additional studies are necessary to confirm that exercise mitigates the harmful symptoms of ADHD The goal of this study was to compare the effects of before school physical activity ( PA ) and sedentary classroom-based ( SC ) interventions on the symptoms , behavior , moodiness , and peer functioning of young children ( Mage = 6.83 ) at risk for attention-deficit/hyperactivity disorder ( ADHD-risk ; n = 94 ) and typically developing children ( TD ; n = 108 ) . Children were r and omly assigned to either PA or SC and participated in the assigned intervention 31 min per day , each school day , over the course of 12 weeks . Parent and teacher ratings of ADHD symptoms ( inattention , hyperactivity/impulsivity ) , oppositional behavior , moodiness , behavior toward peers , and reputation with peers , were used as dependent variables . Primary analyses indicate that the PA intervention was more effective than the SC intervention at reducing inattention and moodiness in the home context . Less conservative follow-up analyses within ADHD status and intervention groups suggest that a PA intervention may reduce impairment associated with ADHD-risk in both home and school domains ; interpretive caution is warranted , however , given the liberal approach to these analyses . Unexpectedly , these findings also indicate the potential utility of a before school SC intervention as a tool for managing ADHD symptoms . Inclusion of a no treatment control group in future studies will enable further underst and ing of PA as an alternative management strategy for ADHD symptoms Attention Deficit Hyperactivity Disorder ( ADHD ) mainly affects the academic performance of children and adolescents . In addition to bringing physical and mental health benefits , physical activity has been used to prevent and improve ADHD comorbidities ; however , its effectiveness has not been quantified . In this study , the effect of physical activity on children 's attention was measured using a computer game . Intense physical activity was promoted by a relay race , which requires a 5-min run without a rest interval . The proposed physical stimulus was performed with 28 volunteers : 14 with ADHD ( GE-EF ) and 14 without ADHD symptoms ( GC-EF ) . After 5 min of rest , these volunteers accessed the computer game to accomplish the tasks in the shortest time possible . The computer game was also accessed by another 28 volunteers : 14 with ADHD ( GE ) and 14 without these symptoms ( GC ) . The response time to solve the tasks that require attention was recorded . The results of the four groups were analyzed using D'Agostino statistical tests of normality , Kruskal-Wallis analyses of variance and post-hoc Dunn tests . The groups of volunteers with ADHD who performed exercise ( GE-EF ) showed improved performance for the tasks that require attention with a difference of 30.52 % compared with the volunteers with ADHD who did not perform the exercise ( GE ) . The ( GE-EF ) group showed similar performance ( 2.5 % difference ) with the volunteers in the ( GC ) group who have no ADHD symptoms and did not exercise . This study shows that intense exercise can improve the attention of children with ADHD and may help their school performance Objective : To examine the role of physical activity in determining the affect and executive functioning of children with symptoms of ADHD . Method : In Study 1 , the association between physical activity and affect in the daily lives of children with varying degrees of hyperactivity was examined . In Study 2 , children with ADHD were r and omly assigned a physical activity or a sedentary task before working on a task requiring executive control . Results : Lack of physical activity was shown to relate to depressed affect , more strongly in participants with severe hyperactivity symptoms ( Study 1 ) . The physically active participants showed improved executive functioning after only 5 min of vigorous activity ; the sedentary control participants showed no improvement ( Study 2 ) . Conclusion : These results indicate that interventions to increase the level of physical activity in children with and without ADHD might improve affect and executive functioning Introduction . The aim of this study was to examine the effectiveness of a Selected exercise program on the executive function of children with ADHD . Method . The participants were 40 male students , aged 7 - 11 years . The participants were r and omly assigned into two groups ( experimental and control ) . The experimental group participated in an exercise program for 24 sessions , 90 minutes per session . The control group did not receive any intervention . Before and after the exercise period , all the participants were assessed with Stroop and Go-No-Go tests , and the result ing data were analyzed by using MANCOVA . Result . The results showed that the cognitive inhibition of the children in the experimental group was significantly different compared with the control group ( p < 0.05 ) . Additionally , there was a significant difference between the experimental and control groups in the behavioral inhibition ( p < 0.05 ) . Conclusion . An organized physical activity helps to improve the executive function in children with ADHD PURPOSE The effects of exercise on children with attention-deficit hyperactivity disorder ( ADHD ) were evaluated by study ing the rate of spontaneous eye blinks , the acoustic startle eye blink response ( ASER ) , and motor impersistence among 8- to 12-yr-old children ( 10 boys and 8 girls ) meeting DSM-III-R criteria for ADHD . METHODS Children ceased methylpheni date medication 24 h before and during each of three daily conditions separated by 24 - 48 h. After a maximal treadmill walking test to determine cardiorespiratory fitness ( VO(2peak ) ) , each child was r and omly assigned to counterbalanced conditions of treadmill walking at an intensity of 65 - 75 % VO(2peak ) or quiet rest . Responses were compared with a group of control participants ( 11 boys and 14 girls ) equated with the ADHD group on several key variables . RESULTS Boys with ADHD had increased spontaneous blink rate , decreased ASER latency , and decreased motor impersistence after maximal exercise . Girls with ADHD had increased ASER amplitude and decreased ASER latency after submaximal exercise . CONCLUSIONS The findings suggest an interaction between sex and exercise intensity that is not explained by physical fitness , activity history , or selected personality attributes . The clinical meaning of the eye blink results is not clear , as improvements in motor impersistence occurred only for boys after maximal exercise . Nonetheless , these preliminary findings are sufficiently positive to encourage additional study to determine whether a session of vigorous exercise has efficacy as a dopaminergic adjuvant in the management of behavioral features of ADHD [ Purpose ] The purpose of the present study was to determine the effect of a jump rope and ball combined exercise program on the physical fitness the neurotransmitter ( epinephrine , serotonin ) levels of children with attention-deficit hyperactivity disorder . [ Subjects and Methods ] The subjects were 12 boys attending elementary school , whose grade levels ranged from 1–4 . The block r and omization method was used to distribute the participants between the combined exercise group ( n = 6 ) and control group ( n = 6 ) . The program consisted of a 60-min exercise ( 10-min warm-up , 40-min main exercise , and 10-min cool down ) performed three times a week , for a total of 12 weeks . [ Results ] The exercise group showed a significant improvement in cardiorespiratory endurance , muscle strength , muscle endurance and flexibility after 12 weeks . A significant increase in the epinephrine level was observed in the exercise group . [ Conclusion ] The 12-week combined exercise program in the current study ( jump rope and ball exercises ) had a positive effect on overall fitness level , and neurotransmission in children with attention-deficit hyperactivity disorder PURPOSE As adjuvant therapy for enhancing the effects of stimulants and thereby minimizing medication doses , we hypothesized that aerobic exercise might be an effective adjunctive therapy for enhancing the effects of methylpheni date on the clinical symptoms , cognitive function , and brain activity of adolescents with attention deficit hyperactivity disorder ( ADHD ) . METHODS Thirty-five adolescents with ADHD were r and omly assigned to one of two groups in a 1/1 ratio ; methylpheni date treatment + 6-wk exercise ( sports-ADHD ) or methylpheni date treatment + 6-wk education ( edu-ADHD ) . At baseline and after 6 wk of treatment , symptoms of ADHD , cognitive function , and brain activity were evaluated using the Dupaul attention deficit hyperactivity disorder rating scale -- Korean version ( K-ARS ) , the Wisconsin Card Sorting Test , and 3-T functional magnetic resonance imaging , respectively . RESULTS The K-ARS total score and perseverative errors in the sports-ADHD group decreased compared with those in the edu-ADHD group . After the 6-wk treatment period , the mean β value of the right frontal lobe in the sports-ADHD group increased compared with that in the edu-ADHD group . The mean β value of the right temporal lobe in the sports-ADHD group decreased . However , the mean β value of the right temporal lobe in the edu-ADHD group did not change . The change in activity within the right prefrontal cortex in all adolescents with ADHD was negatively correlated with the change in K-ARS scores and perseverative errors . CONCLUSIONS The current results indicate that aerobic exercise increased the effectiveness of methylpheni date on clinical symptoms , perseverative errors , and brain activity within the right frontal and temporal cortices in response to the Wisconsin card sorting test stimulation Objective : Physical activity associates with mental health and neurocognitive function , showing potential for addressing ADHD symptoms . As a preliminary assessment of this potential , the authors piloted a before-school physical activity intervention for young children . Method : Seventeen children ( Grade s K-3 ) exhibiting four or more hyperactivity/impulsivity symptoms on the Disruptive Behavior Disorders Rating Scale ( Pelham , 2002 ) completed about 26 min of continuous moderate-to-vigorous physical activity daily over eight school weeks . The authors administered cognitive , motor , social , and behavioral functioning measures at pre- and postprogram , assessed response inhibition weekly , and coded negative behaviors daily . Results : Several measures showed significant or marginally significant change over time ( effect size = 0.35 - 0.96 ) with additional measures showing meaningful effect size values ( ≥ 0.20 ) . Response inhibition effects were most consistent . Most participants ( 64 % to 71 % ) exhibited overall improvement according to postprogram parent , teacher , and program staff ratings . Conclusion : Physical activity shows promise for addressing ADHD symptoms in young children Acute physical activity of moderate to vigorous intensity has been shown to improve cognitive functions in children . However , the empirical evidence associated with Attention Deficit Hyperactivity Disorder ( ADHD ) in children is still limited , in particular regarding which specific cognitive functions benefit . This study investigated the effects of an acute bout of physical activity on multiple aspects of executive functions ( inhibition , switching , and visual working memory ) in children with ADHD . Forty-six children ( 8–12 years old ; 82.6 % boys ) were r and omly assigned to either 15 minutes of acute exergaming ( physical activity of moderate intensity ) or to a control condition ( sedentary )  . Executive function performance in inhibition , switching and visual working memory were assessed before and after each condition , using a modified version of both the Flanker and the Color Span Backwards Task . The results revealed that participants in the exergaming group performed significantly faster than those in the control group in terms of both inhibition and switching , but there was no significant difference in the accuracy of the two tasks nor in visual working memory performance . These findings suggest that acute physical activity utilizing exergaming has the potential to improve specific aspects of executive functions ( reaction times in inhibition and switching ) in children with ADHD The aim of the present study was to underst and if sport improves attention symptoms , social competency , and cognitive functions in children with attention deficit and hyperactivity disorder ( ADHD ) . The present study was design ed as a 6-week , prospect i ve trial , including 12 sessions of education/sports therapy .  13 ADHD children participated in a  90-min athletic activity ( sports-cADHD ) twice a week , while 15 ADHD children received education on behavior control ( edu-cADHD ) . During the 6-week treatment period , the sports-cADHD group showed greater improvements in DuPaul 's ADHD Rating Scale scores , parent and teacher version ( K-ARS-PT ) , compared to those of the edu-sADHD group . The cognitive functions assessed with the digit symbol and Trail-Making Test part B ( TMT B ) were improved in the sports-cADHD group , while the cognitive functions observed in the edu-sADHD group were not significantly changed . The cooperativeness scores in the sports-cADHD group were greatly increased compared to those of the edu-sADHD group . The results demonstrated a positive correlation with sports and improvement in attention symptoms , cognitive symptoms and social skills . The results of the present study suggest that therapy in the form of athletic activity may increase social competency in children with ADHD , as demonstrated by improved cognitive functions PURPOSE The objective of this study is to test the feasibility and impact of a 10-wk after-school exercise program for children with attention deficit hyperactivity disorder and /or disruptive behavior disorders living in an urban poor community . METHODS Children were r and omized to an exercise program ( n = 19 ) or a comparable but sedentary attention control program ( n = 16 ) . Cognitive and behavioral outcomes were collected pre-/posttest . Intent-to-treat mixed models tested group-time and group-time-attendance interactions . Effect sizes were calculated within and between groups . RESULTS Feasibility was evidence d by 86 % retention , 60 % attendance , and average 75 % maximum HR . Group-time results were null on the primary outcome , parent-reported executive function . Among secondary outcomes , between-group effect sizes favored exercise on hyperactive symptoms ( d = 0.47 ) and verbal working memory ( d = 0.26 ) , and controls on visuospatial working memory ( d = -0.21 ) and oppositional defiant symptoms ( d = -0.37 ) . In each group , within-group effect sizes were moderate to large on most outcomes ( d = 0.67 to 1.60 ) . A group-time-attendance interaction emerged on visuospatial working memory ( F[1,33 ] = 7.42 , P < 0.05 ) , such that attendance to the control program was related to greater improvements ( r = 0.72 , P < 0.01 ) , whereas attendance to the exercise program was not ( r = 0.25 , P = 0.34 ) . CONCLUSIONS Although between-group findings on the primary outcome , parent-reported executive function , were null , between-group effect sizes on hyperactivity and visuospatial working memory may reflect adaptations to the specific challenges presented by distinct formats . Both groups demonstrated substantial within-group improvements on clinical ly relevant outcomes . Findings underscore the importance of programmatic features , such as routines , engaging activities , behavior management strategies , and adult attention , and highlight the potential for after-school programs to benefit children with attention deficit hyperactivity disorder and disruptive behavior disorder living in urban poverty where health needs are high and services re sources few Objective : The effect of stimulant medication on exercise responses was studied in 14 boys ( 10.9 ± 1.1 years ) with attention deficit/hyperactivity disorder ( ADHD ) . Method : Exercise , with and without medication , was performed at 25 W , 50 W , and 75 W , followed by a peak exercise test . Result : Submaximal heart rate ( HR ) was significantly higher by ~8 to 13 b·min—1 across the three intensities during the medication trial , but oxygen uptake ( VO2 ) , respiratory exchange ratio ( RER ) , and perceived exertion were similar ( p > .05 ) . At peak exercise , VO2 , HR , and work rate were attenuated ( p ≤ .05 ) in the absence of medication but not RER or perceived exertion . The decreased peak exercise responses were apparent in 6 of 13 participants . Conclusion : Stimulant medication  raises submaximal HR but does not affect other cardiorespiratory measures or perceived exertion . Without medication physiological responses at peak exercise are attenuated in some but not all boys with ADHD . ( J. of Att . Dis . 2008 ; 12(2 ) 170 - 176 Abstract This study tested the association between aerobic fitness and executive function and the impact of enhanced , cognitively challenging physical activity on executive function in overweight and lean children . Seventy children aged 9–10 years were assigned to either a 6-month enhanced physical education programme including cognitively dem and ing ( open skill ) activities or curricular physical education only . Pre- and post-intervention tests assessed aerobic capacity ( Leger test ) and two components of executive function : inhibition and working memory updating ( r and om number generation task ) . Indices of inhibition and memory updating were compared in higher- and lower-fit children and intervention effects were evaluated as a function of physical activity programme ( enhanced vs. curricular ) and weight status ( lean vs. overweight ) . Results showed better inhibition in higher- than lower-fit children , extending the existing evidence of the association between aerobic fitness and executive function to new aspects of children ’s inhibitory ability . Overweight children had more pronounced pre- to post-intervention improvements in inhibition than lean children only if involved in enhanced physical education . Such intervention effects were not mediated by aerobic fitness gains . Therefore , the cognitive and social interaction challenges inherent in open skill tasks , even though embedded in a low-dose physical activity programme , may represent an effective means to promote cognitive efficiency , especially in overweight children The purpose of this review is to summarize literature that describes the impact of exercise on health and physical function among children during and after treatment for cancer . Relevant studies were identified by entering the following search terms into Pubmed : aerobic training ; resistance training ; stretching ; pediatric ; children ; AND cancer . Reference lists in retrieved manuscripts were also review ed to identify additional trials . We include fifteen intervention trials published between 1993 and 2011 that included children younger than age 21 years with cancer diagnoses . Nine included children with an acute lymphoblastic leukemia ( ALL ) diagnosis , and six children with mixed cancer diagnoses . Generally , interventions tested were either in-hospital supervised exercise training or home based programs design ed to promote physical activity . Early evidence from small studies indicates that the effects of exercise include increased cardiopulmonary fitness , improved muscle strength and flexibility , reduced fatigue and improved physical function . Generalizations to the entire childhood cancer and childhood cancer survivor population s are difficult as most of the work has been done in children during treatment for and among survivors of ALL . Additional r and omized studies are needed to confirm these benefits in larger population s of children with ALL , and in population s with cancer diagnoses other than ALL Objective : To compare the effects of multimodal therapy including supervised high-intensity interval training ( HIIT ) with those of st and ard multimodal therapy ( TRAD ) concerning key variables of physical fitness ( peak power and oxygen uptake ) , motor skills , social behavior , and quality of life in boys with ADHD . Method : A single-center , two-arm r and omized , controlled design was used , with 28 boys ( 8 - 13 years of age , IQ = 83 - 136 ) being r and omly assigned to multimodal HIIT  ( three sessions/week , 4 × 4-min intervals at 95 % of peak heart rate ) or TRAD . The Movement Assessment Battery for Children II evaluated motor skills and the German version of the hyperkinetic disorder question naire for external evaluation by the guardians ( FBB-HKS ) or German version of the hyperkinetic disorder question naire for self- assessment by the children ( SBB-HKS ) and the KINDL-R question naires mental health and health-related quality of life . Results : Both interventions enhanced peak power , and HIIT also reduced submaximal oxygen uptake . HIIT was more effective than TRAD  in improving the total score for motor skills ( including manual dexterity and ball skills ; p < .05 ) , self-esteem , friends , and competence ( p < .05 ) and , moreover , improved subjective ratings of attention . Conclusion : Three weeks of multimodal therapy including HIIT improved physical fitness , motor skills , certain aspects of quality of life , competence , and attention in boys with ADHD
Five minutes of jumping or thirty minutes on a treadmill or static bicycle were enough to produce appreciable improvements in inhibitory control or in cognitive and executive functions .
Benefits following exercise were also seen in other aspects such as reaction times and preparation for response , motor skills or brain activity .
CONCLUSION The findings make us optimistic that in the future physical exercise may become an alternative , or at least an effective complement , to the pharmacological treatments currently used for this pathology
BACKGROUND There are studies that show preliminary evidence of the benefits of physical exercise for people with Attention Deficit Hyperactivity Disorder ( ADHD ) .
The objective of the research being reported here was to carry out a systematic review of articles relating to the effects that exercise sessions have on children and adolescents with this pathology .