The Effect of Physical Activity Interventions on Executive Function Among People with Neurodevelopmental Disorders: A Meta-Analysis

Sung, Ming-Chih; Ku, Byungmo; Leung, Willie; MacDonald, Megan

doi:10.1007/s10803-021-05009-5

Cited by 26 publications

(28 citation statements)

References 111 publications

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“…PA, physical activity; SUCRA, the surface under the cumulative ranking curve. (87). These findings were consistent with our previous findings that 6 weeks of football exercise helped to improve the executive functions of ADHD children, primarily in inhibitory control.…”

Section: Figuresupporting

confidence: 92%

“…According to empirical studies, participating in physical activity boosts arousal levels, cerebral blood flow, and neurotransmitter production (e.g., dopamine), all of which help to improve cognitive functions (87). Engaging in physical activity and exercise also provides a learning experience necessary for proper cognitive development, and these learning processes may inherently reinforce executive functions (88).…”

Section: Discussionmentioning

confidence: 99%

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Comparative effectiveness of various physical exercise interventions on executive functions and related symptoms in children and adolescents with attention deficit hyperactivity disorder: A systematic review and network meta-analysis

Zhu

et al. 2023

Front. Public Health

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BackgroundPhysical exercise has been recommended as an important nonpharmacological therapeutic strategy for managing attention deficit hyperactivity disorder (ADHD). We conducted a network meta-analysis (NMA) to assess the comparative impact of different physical exercise modalities on enhancing executive functions (EFs) and alleviating symptoms in children and adolescents with ADHD.MethodsWe searched Web of Science, PubMed, Embase, Cochrane Central Register of Controlled Trials, SPORTDiscus, PsycINFO, CNKI, and clinical trials databases from inception to October 20, 2022. Randomized controlled trials (RCTs) and quasi-experimental studies investigating physical exercise for ADHD-related symptoms of hyperactivity/impulsivity and inattention, and executive functions were included. The frequentist random-effect NMA method was applied to pool the results.ResultsA total of 59 studies (including 39 RCTs, 5 quasi-RCTs, and 15 self-controlled trials) published between 1983 and 2022 were incorporated into the systematic review, of which 44 studies with 1757 participants were eligible for meta-analysis. All types of physical exercise were effective in improving EFs (SMD = 1.15, 95% CI: 0.83 to 1.46), and open-skill activities which require participants to react in a dynamically changing and externally paced environment induced the most incredible benefits for executive functions (SUCRA = 98.0%, SMD = 1.96, and 95% CI: 1.15 to 2.77). Subgroup analyses for EFs revealed varied findings that open-skill activities were the most promising physical exercise type for improving inhibitory control (SUCRA = 99.1%, SMD = 1.94, and 95% CI: 1.24 to 2.64), and closed-skill activities dominated by aerobic exercises had a slightly higher probability of being the most promising physical exercise intervention for working memory (SUCRA = 75.9%, SMD = 1.21, and 95% CI: −0.22 to 2.65), and multicomponent physical exercise tended to be the most effective in cognitive flexibility (SUCRA = 70.3%, SMD = 1.44, and 95% CI: −0.19 to 3.07). Regarding ADHD-related symptoms, closed-skill activities dominated by aerobic exercises might be more advantageous for hyperactivity/impulsivity (SUCRA = 72.5%, SMD = -1.60, and 95% CI: −3.02 to −0.19) and inattention (SUCRA = 96.3%, SMD = -1.51, and 95% CI: −2.33 to −0.69) improvement.ConclusionPhysical exercise can significantly help to alleviate the symptoms of ADHD and improve executive functions in children and adolescents with ADHD. Most of all, to promote adherence to treatment, they should be encouraged to perform the physical exercises that they enjoy most.

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Section: Figuresupporting

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Comparative effectiveness of various physical exercise interventions on executive functions and related symptoms in children and adolescents with attention deficit hyperactivity disorder: A systematic review and network meta-analysis

Zhu

et al. 2023

Front. Public Health

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“…I only used English, human learning and performance, empirical studies in nature, and behavioral or neuroimaging instruments as search terms to represent the research topics. For instance, I excluded studies using meta-analysis on the effects of EF and EC (Sung et al, 2022) to avoid redundancy in the meta-analysis and empirical studies. Second, because this review's principal goal was to find commonality and distinction between EF and EC in their concepts and operations, I created two data pools in Due to the many retrieved articles, the next step was to narrow the initial data pools to manageable levels.…”

Section: Search Processmentioning

confidence: 99%

Executive function and effortful control—Similar and different evidence from big data analysis

Chae

2022

Front. Psychol.

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IntroductionThe current study explored commonalities and similarities between executive function (EF) and effortful control (EC).MethodsThe major empirical studies published between 2013 and 2022 in the World of Science (WoS) was collected. The bibliographic information was systematically analyzed.Results and discussion(1) EC is the efficiency of executive attention that incorporates inhibitory control (IC), attentional control, activation mainly related to temperament. On the other hand, EF is the efficiency of self-directed action that encompasses IC, working memory (WM), and shifting/cognitive flexibility in particular focuses on the cognitive aspect. (2) EF research has overwhelmingly outnumbered EC research (2,000 EF studies vs. 50 EC studies per year). (3) According to a co-word analysis with keyword co-occurrences, the subject of preschool students and individual differences co-occurred in EF studies. (4) EC usually occurs with working memory and early childhood. In the more detailed analysis of the articles, the EF and EC studies used younger subject groups than older subject groups. EC studies were especially likely to use subjects in early childhood. (5) The Delis–Kaplan Tests of Executive Functioning System (D-KEFS) was the most commonly used test for EF. In contrast, the EC used self-report surveys such as the Adolescent Temperament Questionnaire (ATQ). This research illustrates and discusses key findings in the EC and EF data and provides suggestions for future study directions.

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“…Two authors of the current study independently worked to extract study characteristics from each article, which included: a) participants' (individuals with DS) chronological age, b) sample size, c) intervention type, d) intervention length, e) intervention frequency, f) intervention session time, g) total dose of intervention, h) main outcomes of intervention, and i) tools measuring motor skills. These categories were adapted and used in a previous meta-analysis study related to intervention and disability (Sung et al, 2021).…”

Section: Data Extractionmentioning

confidence: 99%

The Effects of Interventions on Motor Skills in Individuals with Down Syndrome: A Meta-Analysis

Sung

2021

J Dev Phys Disabil

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Given inconsistent findings in the literature as to the effects of interventions on motor skills in individuals with Down syndrome (DS), the purpose of the current study was to examine the effects of interventions on motor skills in individuals with DS by using meta-analysis procedures. A systematic database and manual search identified 15 studies meeting predetermined inclusion criteria. Hedge's g equation was used to calculate effect size for the effects of interventions on motor skills in individuals with DS. A random effect model analysis revealed a medium overall effect size for the interventions on motor skills was medium (δ = 0.65, SE = 0.16, p < .001, 95% confidence interval [0.33, 0.96]). Total dose (> 785 min) and session time (> 38 min) were significant moderators for the effects (Q = 5.00, df = 1, p = 0.03; Q = 7.12, df = 1, p = 0.008, respectively). The current meta-analysis provided support for the effectiveness of interventions on motor skills in individuals with DS. These findings should be considered when creating and developing interventions for motor skills in individuals with DS.

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The Effect of Physical Activity Interventions on Executive Function Among People with Neurodevelopmental Disorders: A Meta-Analysis

Cited by 26 publications

References 111 publications

Comparative effectiveness of various physical exercise interventions on executive functions and related symptoms in children and adolescents with attention deficit hyperactivity disorder: A systematic review and network meta-analysis

Comparative effectiveness of various physical exercise interventions on executive functions and related symptoms in children and adolescents with attention deficit hyperactivity disorder: A systematic review and network meta-analysis

Executive function and effortful control—Similar and different evidence from big data analysis

The Effects of Interventions on Motor Skills in Individuals with Down Syndrome: A Meta-Analysis

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