A racket-sport intervention improves behavioral and cognitive performance in children with attention-deficit/hyperactivity disorder

Pan, Chien-Yu; Chu, Chi Nung; Tsai, Chia Liang; Lo, Shen Yu; Cheng, Yun Wen; Liu, Yu Jen

doi:10.1016/j.ridd.2016.06.009

Cited by 75 publications

(140 citation statements)

References 23 publications

(47 reference statements)

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“…Although no prior work has previously established the efficacy of the BWF Shuttle Time program in developing motor competence in children, there are other examples of racquet sport-based studies which have shown promise in enhancing motor skills and other variables in children. For example, Pan et al [29] reported that a 12 week, twice-weekly intervention based on playing table tennis improved scores on the strength and agility and manual coordination subscales of the BOT-2 motor skills test as well as positively influencing behavioral variables in a sample of boys with attention deficit hyperactivity disorder (ADHD). Likewise, other research by Iserbyt et al [30] compared the effect of a peer teaching intervention using task cards against a typical teacher focused approach to teaching PE on tennis skill (ball control and stroke technique) in Belgian adolescents.…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of a Primary School Based Badminton Intervention on Children’s Fundamental Movement Skills

Duncan

Noon

Lawson

et al. 2020

Sports

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This study examined the effects of the Badminton World Federation (BWF) Shuttle Time program on fundamental movement skills (FMS) in English children. A total of 124 children; 66 in key stage 1 (ages 6–7 years) and 58 in key stage 2 (10–11 years) undertook the Shuttle Time program, once weekly for six weeks (n = 63) or acted as controls (n = 61). Pre, post and ten-weeks post, both process and product FMS were determined. Children in the intervention group, aged 6–7 years, had higher total process FMS (via test of gross motor development-2) compared to the control group at post and ten-weeks post intervention (both p = 0.0001, d = 0.6 and 0.7, respectively). There were no significant differences in process FMS scores for children aged 10–11 years. Ten-meter sprint speed decreased pre to post and was maintained at ten-weeks post for the intervention groups aged 6–7 years (p = 0.0001, d = 0.6) and 10–11 years (p = 0.001, d = 0.2) compared to control. Standing long jump distance increased pre to post (p = 0.0001, d = 0.8) and was maintained at ten-weeks post (p = 0.0001, d = 0.5) for the intervention group. Medicine ball throw performance increased pre to post (p = 0.0001, d = 0.3) for the intervention group. The BWF Shuttle Time program is beneficial in developing FMS for key stage 1 children (ages 6–7).

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Section: Discussionmentioning

confidence: 99%

The Effectiveness of a Primary School Based Badminton Intervention on Children’s Fundamental Movement Skills

Duncan

Noon

Lawson

et al. 2020

Sports

View full text Add to dashboard Cite

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“…Hence, preliminary evidence suggests that when PA groups are compared to active comparison groups, group x time effect sizes on symptom severity are small or near-zero, but when they are compared to no-intervention control groups they are often moderate-large. This hypothesis is also supported by the broad array of PA program formats demonstrating promise, traditional physical education games (Bustamante et al, 2016), distance running (Wendt, 2000), video games (Benzing & Schmidt, 2017), table tennis (Pan et al, 2016), mechanical horseback riding (Pan et al, 2017), swimming (Verret, Guay, Berthiaume, Gardiner, & Béliveau, 2012), sports therapy , yoga (Chou & Huang, 2017), and interactive cycling (Bowling et al, 2017), among others. If it is the case that the features of PA programs that are most important to improving behavior of children with ADHD are those associated with the environments in which the PA is taking place, this may reasonably be interpreted as a rationale for intentionally tailoring these factors to optimize impact.…”

Section: Evidence From Observational Studiesmentioning

confidence: 94%

“…While most researchers have not identified this training specificity hypothesis explicitly, many augment their PA programs with cognitive challenges. For example, a table tennis program asked children to hit balls of some colors back but not others, an inhibition challenge (Pan et al, 2016). Similar cognitive challenges may be embedded within sedentary activities (e.g., chess, dominoes).…”

Section: Evidence From Observational Studiesmentioning

confidence: 99%

Physical Activity and Adhd: Evidence on Developmental Trajectories, Transient and Durable Neurocognitive Effects, and Real-World Applications

et al. 2019

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THE PROBLEM: Attention-Deficit/Hyperactivity Disorder (ADHD), the most common childhood mental health disorder in the United States, is the behavioral manifestation of neurodevelopmental delays. Physical activity (PA) is broadly accessible, culturally acceptable, and influences many of the same neurocognitive systems delayed in ADHD. These factors make PA a potential tool in treatment and management plans. This selective qualitative review synthesizes findings from studies investigating PA, fitness, and motor coordination in ADHD. INCLUSION AND EXCLUSION CRITERIA: Studies of PA [and related constructs] in youth on the spectrum for ADHD. MAIN RESULTS: Cross-sectional studies suggest children with ADHD evidence similar or higher PA levels than typically developing peers in childhood-a period when most PA is free play-but any advantages dissipate by adolescence, as PA programs become increasingly structured and selective. In adulthood, individuals with ADHD are more likely to be obese and less likely to meet healthy lifestyle guidelines. Longitudinal studies suggest that PA at earlier life stages predicts symptom severity in subsequent stages. Acute bout experiments suggest transient benefits on neurocognitive function following moderate-intensity activity of limited duration. Multi-week intervention studies have tested diverse formats with results that differ based upon the chosen outcome and comparison group utilized. CONCLUSION AND PRACTICAL APPLICATIONS: Existing research suggests youth with ADHD may benefit most from PA interventions that challenge cognition and fundamental movement skills in childhood, empower youth to participate in structured programs and meet PA guidelines in adolescence, and strategically time PA bouts to maximize focus during difficult periods of daily routines. RESUMEN PROBLEMA: El trastorno por Déficit de Atención e Hiperactividad (TDAH) es caracterizado por retrasos en el desarrollo neurobiológico. La actividad física (AF) puede influir en varios de los mecanismos neurocognitivos que también son afectados por el TDAH, por lo tanto, puede considerarse parte del tratamiento y manejo del TDAH. Esta revisión sobre TDAH resumirá estudios que evaluaron AF, aptitud física y coordinación motora. CRITERIOS DE INCLUSIÓN/EXCLUSIÓN: Fueron incluidos artículos sobre AF en la niñez en el espectro de TDAH. RESULTADOS: Estudios transversales: niños con TDAH presentan niveles de AF más PENSAR EN MOVIMIENTO. Downloaded from www.revistas.ucr.ac.cr/index.php/pem/ only for personal use.Palabras Claves: ejercicio, aptitud física, coordinación motora, salud mental, desarrollo en la niñez COLLOQUIAL SUMMARY:Some children have severe difficulties paying attention, controlling themselves, and sitting still. These are symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD). Conventional treatments for ADHD are therapy and medication. Findings from a modest number of crosssectional, longitudinal, short bout, and multi-week intervention studies show benefits of physical activity for brain function, thinking, ...

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“…Sin embargo, cuando el grupo que recibió AF es comparado con un grupo que no recibió AF, los tamaños de efecto son de moderados a grandes. Esta hipótesis también está sustentada por la variedad de formas en que se ofrece la AF, las cuales incluyen formato tradicional de la clase de educación física (Bustamante et al, 2016), correr distancias largas (Wendt, 2000), AF a través de video juegos (Benzing & Schmidt, 2017), tenis de mesa (Pan et al, 2016), equitación (Pan et al, 2017), natación (Verret, Guay, Berthiaume, Gardiner, & Béliveau, 2012), AF junto con psicología (Choi et al, 2015), yoga (Chou & Huang, 2017) y ciclismo virtual (Bowling et al, 2017, entre otros. De ser cierto que las características más importantes de los programas de AF para mejorar el comportamiento de niñosy niñas con TDAH son aquellas asociadas con el ambiente en el cual se ofrece la AF, entonces sería razonable adaptar los programas de AF de forma tal que incluyan los factores ambientales adecuados para poder optimizar los beneficios del programa.…”

Section: Evidencia De Estudios De Intervenciones De Varias Semanasunclassified

“…Sin embargo, aunque esta hipótesis sobre especificidad no ha sido estudiada científicamente, la mayoría de los programas de AF incluyen actividades que promueven la función cognitiva. Por ejemplo, un programa de tenis de mesa le pidió a los niños y niñas que golpearan las pelotas de ciertos colores únicamente, lo que representa un reto a la inhibición (Pan et al, 2016). Ejercicios similares para mejorar la función cognitiva han sido incluidos en actividades sedentarias como el ajedrez y los dominós.…”

Section: Evidencia De Estudios De Intervenciones De Varias Semanasunclassified

Actividad física y TDAH: evidencia sobre el desarrollo, efectos neurocognitivos a corto y largo plazo y sus aplicaciones

et al. 2019

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PROBLEMA: El trastorno por Déficit de Atención e Hiperactividad (TDAH) está caracterizado por retrasos en el desarrollo neurobiológico. La actividad física (AF) puede influir en varios de los mecanismos neurocognitivos que también son afectados por el TDAH, por lo tanto, puede considerarse parte del tratamiento y manejo del TDAH. Esta revisión sobre TDAH resumirá estudios que evaluaron AF, aptitud física y coordinación motora. CRITERIOS DE INCLUSIÓN/EXCLUSIÓN: Fueron incluidos artículos sobre AF en la niñez en el espectro de TDAH. RESULTADOS: Estudios transversales: los niños con TDAH presentan niveles de AF más altos que aquellos niños aparentemente saludables. La niñez coincide con oportunidades para participar en juego libre, pero esta ventaja es reducida durante la adolescencia, en la cual la AF es estructurada y menos inclusiva. Durante la adultez, las personas con TDAH están más propensas a ser obesas y a no adoptar las recomendaciones de estilos de vida saludables. Estudios longitudinales: AF durante etapas tempranas predice la severidad de los síntomas del TDAH en etapas subsecuentes. Otros estudios: la AF moderada de corta duración brinda beneficios neurocognitivos. Los resultados sobre intervenciones de varias semanas difieren según la variable de interés y el grupo con el cual es comparada la intervención. CONCLUSIÓN/IMPLICACIONES: Las intervenciones de AF que retan las habilidades cognitivas y destrezas de movimientos brindan beneficios a los niños con TDAH. Además, estimulan a niños, niñas y adolescentes a participar en AF estructurada, a cumplir con la recomendación de AF y a incluir AF de corta duración como parte de las rutinas diarias.

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A racket-sport intervention improves behavioral and cognitive performance in children with attention-deficit/hyperactivity disorder

Cited by 75 publications

References 23 publications

The Effectiveness of a Primary School Based Badminton Intervention on Children’s Fundamental Movement Skills

The Effectiveness of a Primary School Based Badminton Intervention on Children’s Fundamental Movement Skills

Physical Activity and Adhd: Evidence on Developmental Trajectories, Transient and Durable Neurocognitive Effects, and Real-World Applications

Actividad física y TDAH: evidencia sobre el desarrollo, efectos neurocognitivos a corto y largo plazo y sus aplicaciones

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