Improving Executive Function of Children with Autism Spectrum Disorder through Cycling Skill Acquisition

Tse, Andy C. Y.; Anderson, David I.; Liu, Venus H L; Tsui, Sherry S L

doi:10.1249/mss.0000000000002609

Cited by 25 publications

(25 citation statements)

References 48 publications

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“…This study reviewed research on the long-term intervention effects of motor skills on children’s and adolescents’ cognition ( Table 2 ), and found that different types of motor skills improved children’s and adolescent’s cognitive functions to a certain extent, and open skills and sequence skills had better effects on attention ( Kong, 2012 ), executive function ( Schmidt et al, 2015 ) and verbal working memory ( Koutsandreou et al, 2016 ). Tse et al (2021) similarly demonstrated a more positive effect of open motor skill learning (learning to ride a bicycle in a natural environment) than closed continuous exercise (riding a stationary bicycle) on the improvement of executive function and visual spatial working memory in children with autism spectrum disorders. However, one study ( Telles et al, 2013 ) showed that continuous skills based on jogging, sprint running and relay races were more effective than yoga (sequential skill) as an intervention for inhibitory control in school-aged children.…”

Section: Interventional Studies On Motor Skills and Cognitive Benefitsmentioning

confidence: 93%

Motor skills and cognitive benefits in children and adolescents: Relationship, mechanism and perspectives

Peng

Feng

2022

Front. Psychol.

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ObjectiveThere is a strong interaction between motor skills and cognitive benefits for children and young people. The aim of this paper is to explore the relationship between motor skill types and their development and the cognitive benefits of children and adolescents. In turn, on this basis, it proposes pathways and mechanisms by which motor skills improve cognition, and provide a basis for subsequent teaching of skills that follow the laws of brain cognitive development.MethodsThis paper summarizes the research on the relationship between different types of motor skills and their development and cognitive benefits of children and adolescents. Based on these relationships, pathways, and mechanisms for motor skills to improve cognition are tentatively proposed.ResultsThere is an overall pattern of “open > closed, strategy > interception, sequence > continuous” between motor skill types and the cognitive benefits of children and adolescents. Long-term motor skill learning practice is accompanied by increased cognitive benefits as skill proficiency increases. The dynamic interaction between motor skills and physical activity exposes children and adolescents to environmental stimuli and interpersonal interactions of varying complexity, promoting the development of agility, coordination and cardiorespiratory fitness, enhancing their motor experience, which in turn improves brain structure and functional activity.ConclusionMotor skills training promote cognitive efficiency in children and adolescents. Motor skill interventions that are open-ended, strategic and sequential in nature are more effective. Environmental stimuli, interpersonal interaction, agility, coordination, and cardiorespiratory fitness can be considered as skill attribute moderators of motor skills to improve cognition.

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Section: Interventional Studies On Motor Skills and Cognitive Benefitsmentioning

confidence: 93%

Motor skills and cognitive benefits in children and adolescents: Relationship, mechanism and perspectives

Peng

Feng

2022

Front. Psychol.

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“…Learning to ride a bicycle group: The protocol for this intervention group was identical to that in our previous study (Tse et al, 2021), which was a 2-week bicycle training program consisting of 10 sessions (five sessions per week, 60 mins per session) in a hall/gymnasium of each participating school and the Education University of Hong Kong. Each intervention session was conducted by a professional cycling instructor assisted by student helpers.…”

Section: Interventionmentioning

confidence: 99%

“…shifting attention, working memory, and inhibition) and the fact that SR and EFs predict many of the same positive outcomes (e.g. physical health, mental health, and academic achievement; Baumeister & Vohs, 2003;Inzlicht et al, 2021), SR has long been thought of as the behavioral manifestation of EFs (Finders et al, 2021;Pandey et al, 2018;Tse et al, 2021). However, several recent studies provided compelling evidence that SR and EFs are distinguishable and should be treated independently (Howard & Vasseleu, 2020;Inzlicht et al, 2021;Saunders et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

The relationships among executive functions, self-regulation, and physical exercise in children with autism spectrum disorder

Tse

Liu

Lee

et al. 2023

Autism

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Physical exercise is widely reported beneficial to executive functions in children with autism spectrum disorder. However, its impact on self-regulation in the population remains unknown. This study is to test whether two types of physical exercise (cognitively engaging vs non-cognitively engaging) benefited self-regulation and whether the social, emotional, and physical needs of an individual mediated the exercise–executive function and exercise–self-regulation relationships. Sixty-four children diagnosed with autism spectrum disorder were randomly assigned into 1 of 3 groups: learning to ride a bicycle ( n = 23), stationary cycling ( n = 19), or an active control with walking ( n = 22). Two executive functions (flexibility and inhibition), self-regulation and the mediating roles of perceived social support, enjoyment, stress, physical self-efficacy, and perceived physical fitness were assessed. Participants in the learning to ride a bicycle group significantly improved their executive functions ( p values < .01). The learning to ride a bicycle group and the stationary cycling group also significantly enhanced their self-regulation ( p values < .001). Mediation analyses showed that physical self-efficacy and perceived physical fitness partially mediated the exercise–executive function relationship. Meanwhile, perceived social support significantly mediated the exercise–self-regulation relationship ( p < .05). Our findings highlight the value of cognitively engaging exercise on enhancing executive functions in children with autism spectrum disorder in part by improving their physical self-efficacy and perceptions of fitness. Lay abstract This study examined the impacts of two types of physical exercises (two-wheel cycling vs stationary cycling) on cognition and self-regulation among 64 children with autism spectrum disorder. It also explored the role of social, emotional, and physical needs of an individual in the relationship between exercise, cognition, and self-regulation. Results showed that participants in the two-wheel cycling group showed significant improvements in their cognition and that the two exercise groups also enhanced their self-regulation. Moreover, this study also revealed that the social need is crucial in mediating the relationship between exercise and self-regulation. This study strengthens the notion that cognitively engaging exercise is more beneficial than the non-cognitively engaging exercise in enhancing cognition in children with autism spectrum disorder.

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“…According to a systematic review, physical exercises, such as hydrotherapy, walking, jogging, ball playing, and aerobic exercises, are beneficial interventions for repetitive behaviors in children with autism [ 9 , 10 ]. Moreover, physical exercise has been reported to have a positive effect on cognitive function, especially EF and attention, in normally developing children as well as in children with autism [ 11 , 12 ]. However, reduced motivation and lack of interest are generally major barriers and limitations for children with autism to participate in normal physical activities.…”

Section: Introductionmentioning

confidence: 99%

Effects of Augmented Reality Game-Based Cognitive–Motor Training on Restricted and Repetitive Behaviors and Executive Function in Patients with Autism Spectrum Disorder

et al. 2022

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Restricted and repetitive behaviors (RRBs) and executive dysfunction are widely acknowledged as core features and hallmarks in patients with autism spectrum disorder (ASD). This study aimed to investigate the effects of augmented reality (AR) using motivational games with cognitive–motor exercises on RRBs, executive function (EF), attention, and reaction time in patients with ASD. Twenty-four patients (range from 6 to 18 years) diagnosed with ASD were recruited from local social welfare centers and randomly allocated to the AR game-based cognitive–motor training group (study group) or the conventional cognitive training group (control group). Both groups completed 30 min training sessions, twice a week for four weeks. Outcome measures were conducted before and after the intervention. As a result, improvements were observed in all the subscales of the RRBs in the study group except for self-injurious and ritualistic behavior. Significant improvements were observed in EF and reaction time in the study group, which was significantly higher compared to the control group. With the present findings, we can suggest that cognitive–motor training using AR game-based content generates positive effects on improving executive function reaction time and accuracy of responses and has a limited effect on RRBs in patients with ASD. This can be proposed as a complementary intervention associated with individualized daily management.

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Improving Executive Function of Children with Autism Spectrum Disorder through Cycling Skill Acquisition

Cited by 25 publications

References 48 publications

Motor skills and cognitive benefits in children and adolescents: Relationship, mechanism and perspectives

Motor skills and cognitive benefits in children and adolescents: Relationship, mechanism and perspectives

The relationships among executive functions, self-regulation, and physical exercise in children with autism spectrum disorder

Effects of Augmented Reality Game-Based Cognitive–Motor Training on Restricted and Repetitive Behaviors and Executive Function in Patients with Autism Spectrum Disorder

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