Effect of Acute Exercise on Executive Function in Children with Attention Deficit Hyperactivity Disorder

Abstract

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 randomly 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 resources, 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.

Stroop Color-Word Interference Test: Normative data for Spanish-speaking pediatric population

“…Within the pediatric literature, the Stroop Test has been used to assess executive dysfunctions in several children illness groups, including Traumatic Brain Injury (Max et al, 2013), benign focal childhood epilepsy (Kernan et al, 2012), leukemia (Kim et al, 2015), Attention Deficit Hyperactivity Disorder (Assef, Capovilla, & Capovilla, 2007;Chang, Liu, Yu, & Lee, 2012), autism (Lai et al, 2016), learning disabilities (Westendorp, Hartman, Houwen, Smith, & Visscher, 2014), as well as prenatal exposure to alcohol, cocaine and tobacco (Gautam, Warner, Kan, & Sowell, 2015;Lebel et al, 2013).…”

Acute Exercise Effects on Measures of Attention and Impulsivity in Children with Attention Deficit/Hyperactivity Disorder

“…For example, Tantillo et al (2002) reported that motor impersistence score improved following a graded exercise to maximum in boys, but not girls with ADHD or in a control group. Studies by Chang et al (2012), Medina et al (2010), and Pontifex et al (2013) also reported acute exercise improved behavior-based assessments in children with ADHD. The study by Medina et al is particularly interesting because they employed an exercise bout nearly identical to the exercise bout used in the present study and showed improved performance on 6 of 13 measurements from the CCPT II in comparison to a control (stretching exercise) condition.…”

“…However, this outcome is in accordance with results reported by Craft (1983) who found that exercise durations of 1-, 5-and 10-mnutes at a heart rate of ~170 bpm had no effect on cognitive performance on the WISC-R (Digit Span and Coding B) and the Illinois Test of Psycholinguistic Abilities in hyperactive boys compared to a no exercise trial. In contrast, there are a number of studies reporting positive effects of a single bout of exercise on neurocognitive function in children with ADHD (Chang, et al, 2012;Medina, et al, 2010;Pontifex, et al, 2013;Tantillo, et al, 2002). For example, Tantillo et al (2002) reported that motor impersistence score improved following a graded exercise to maximum in boys, but not girls with ADHD or in a control group.…”

“…Specifically, counseling and behavior modification methods may serve to supplement stimulant medication use and prove effective in the overall management of ADHD (AAP, 2001;Benner-Davis & Heaton, 2007;Wolraich, 1997). Another form of non-pharmacological treatment that may have promising benefits in children with ADHD, and has been the subject of both anecdotal (Bass, 1985;Higdon, 1999) and experimental reports (Berwid & Halperin, 2012;Chang, Liu, Yu, & Lee, 2012;Medina et al, 2010;Pontifex, Saliba, Raine, Picchietti, & Hillman, 2013;Tantillo, Kesick, Hynd, & Dishman, 2002;Verret, Guay, Berthiaume, Gardiner, & Beliveau, 2012), is the effect of exercise on behavior and neurocognitive function. Indeed, although a wealth of empirical evidence is lacking, exercise may stimulate the brain in a manner that is similar to the effect of stimulant medication (Tantillo, et al, 2002).…”

La Actividad Física en Jóvenes Con Dificultades De Aprendizaje

“…Por un lado, Chang et al (2012), observaron que tras 30min de AF a intensidad moderada-vigorosa en tapiz rodante ____intensidad 50-70% FCM____, 20 jóvenes diagnosticados TDAH, con edades de entre de 8-15 años mejoraron las funciones ejecutivas y procesamiento de planificación en jóvenes frente a los 20 jóvenes que formaron el grupo control. Por otro lado, Liu & Hamilton (2013) obtuvieron mejoras en la cognición y comportamientos estereotipados y repetitivos son en una muestra de 23 jóvenes diagnosticados TEA, de entre 5-13 años de edad, tras la práctica de 15min de AF a intensidad moderada-vigorosa.…”