Aerobic Exercise and Attention Deficit Hyperactivity Disorder

Choi, Jae Won; Han, Doug Hyun; Kang, Kyung Doo; Jung, Hye Yeon; Renshaw, Perry F.

doi:10.1249/mss.0000000000000373

Cited by 94 publications

(145 citation statements)

References 35 publications

(53 reference statements)

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“…Por un lado, siete artículos incluyeron escolares diagnosticados TDAH (Choi et al, 2015;Hoza et al, 2015;Huang et al, 2014;Pan et al, 2015;Smith et al, 2013;Verret et al, 2012;Ziereis & Jansen, 2015). Por otro lado, seis artículos trabajaron con escolares TEA (Dickinson & Place, 2014;Hillier et al, 2011;Nicholson et al, 2011;Oriel et al, 2011;Pan et al, 2016;Vander & Sprong, 2011).…”

Section: Resultsunclassified

“…Las sesiones de AF consistieron en la realización de ejercicio aeróbico como carrera (Nicholson et al, 2011;Oriel et al, 2011;Vander & Sprong, 2011), práctica deportiva como natación (Huang et al, 2014) o tenis de mesa (Pan et al, 2015), AF combinada con relajación (Hillier et al, 2011) u otro tipo de sesiones a intensidad moderada o moderada-vigorosa (Choi et al, 2015;Hoza et al, 2015;Smith et al, 2013;Verret et al, 2012) a destacar el trabajo de habilidades motrices (Ziereis & Jansen, 2015) o utilización de videojuegos activos (Dickinson & Place, 2014). Antes y después de realizar el programa de intervención fueron medidas las variables propias del RA y RC.…”

Section: Resultsunclassified

“…Los estudios se llevaron a cabo en seis países diferentes: un estudio en Alemania (Ziereis & Jansen, 2015), uno en Canadá (Verret et al, 2012), uno en Corea del Sur (Choi et al, 2015), uno en el Reino Unido (Dickinson & Place, 2014), tres en China (Huang et al, 2014;Pan et al, 2015;Pan et al, 2016), seis en Estados Unidos (Dickinson & Place, 2014;Hillier et al, 2011;Hoza et al, 2015;Nicholson et al, 2011;Oriel et al, 2011;Smith et al 2013 …”

Section: Resultsunclassified

“…El RC se evaluó de forma indirecta con con pruebas que evalú-an capacidad neuropsicognitiva, lógica, atención, inatención, habilidad matemática, control inhibitorio o la memoria. Solo se usaron pruebas directas para evaluar el RC en tres estudios; Electroencefalografía [EEG] (Huang et al, 2014), Electroencefalografía durante el sueño [S-EEG] (Brand et al, 2015), o imágenes de resonancia magnética funcional [3-T fMRI] (Choi et al, 2015) en tres estudios.…”

Section: Figura 1 Esquema De Flujo Del Proceso De Búsquedaunclassified

“…Finalmente, dos estudios observaron un incremento significativo de la actividad cerebral. Huang et al (2014) tras practicar AFMV en el medio acuático durante ocho semanas (2 días/sem, 60min), y Choi et al (2015) practicando AFMV en medio terrestre durante 6 semanas (3 días/sem, 90min). Los resultados mostraron mayor activación en el lóbulo frontal derecho e izquierdo y descenso de los ratios theta/alpha en chicos adolescentes.…”

Section: Efectos De Un Programa De Af En El Ra Y Rc En Escolares Tdahunclassified

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La Actividad Física en Jóvenes Con Dificultades De Aprendizaje

Suáerz-Manzano¹

2017

Revista INFAD de Psicología

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RESUMENLa mayor parte de los niños y adolescentes diagnosticados como Trastorno por Déficit de Atención e Hiperactividad (TDAH) o Trastorno del Espectro Autista (TEA) muestran dificultades de aprendizaje. Los resultados obtenidos por diversos estudios muestran el efecto positivo de la Actividad Física (AF) en estos escolares. En este trabajo pretendemos conocer el efecto inmediato de la AF sobre el rendimiento académico (RA) y cognitivo (RC). Se consultaron cuatro bases de datos (PubMed, SportDiscus, Web of Science and SCOPUS), limitado las fechas de los estudios a enero 2010 -septiembre 2016. Se emplearon combinaciones de los términos: "physical fitness", "attention-deficit hyperactivity disorder", "Autism spectrum disorder" y "adolescent" "children". De un total de 260 artículos, se seleccionaron 13, todos de alta calidad. En todos ellos, los participantes eran escolares (6-18 años) diagnosticados TDAH o TEA. Los trabajos midieron variables de RA y/o RC antes y después de intervenir con un programa de AF. Las sesiones empleadas en cada estudio son muy diversas, pero todas coinciden en que la actividad realizada fue de carácter aeróbico y a una intensidad moderada/moderada-vigorosa. Al finalizar el programa de AF se comprobaron mejoras en las variables dmemoria de trabajo, planificación, inhibición y velocidad de procesamiento, frente al grupo control y respecto a las mediciones previas a la intervención. Por lo tanto, concluimos que los escolares TDAH y TEA con dificultades de aprendizaje que práctica AF de forma sistemática mejoran sus niveles de RA y RC.Palabras clave: Rendimiento Académico, Rendimiento Cognitivo, programa de Ejercicio Físico ABSTRACT Physical activity in young people with learning difficulties The majority of children and adolescents diagnosed as Attention Deficit Hyperactivity Disorder (ADHD) or Autism Spectrum Disorder (ASD) show learning difficulties. The results obtained by several studies show the positive effect of Physical Activity (PA) in these students. In this paper we intend to know the immediate effect of PA on academic (AP) and cognitive (CP) performance. We

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Section: Resultsunclassified

Section: Figura 1 Esquema De Flujo Del Proceso De Búsquedaunclassified

Section: Efectos De Un Programa De Af En El Ra Y Rc En Escolares Tdahunclassified

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La Actividad Física en Jóvenes Con Dificultades De Aprendizaje

Suáerz-Manzano¹

2017

Revista INFAD de Psicología

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Evaluating the effectiveness of physical exercise in improving standardized testing performances through attention indices

Huang¹,

Huang²,

Chang

et al. 2022

Brain and Behavior

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Introduction: In the United States, standardized tests have risen in prevalence, extending their importance from education placement to employment. Attention is crucial to improving testing performance. Past studies have established that acute, coordinative, aerobic exercise improves attention, which is measured by the D2 Attention Test, emotional analysis, reading time, and eye movement tracking. No studies have drawn connections between physical exercise's quantifiable improvement in attention to improvements in standardized tests; therefore, this study would attempt to do so.Methods: This study defines attention to be positively related to reading speed and negatively related to the number of eye drifts. High school students were selected to read and answer two reading passages from an SAT (Scholastic Assessment Test) exam, before and after a short 80% intensity run. Their reading times, facial video, and test scores were recorded. Dlib plots the facial landmark and OpenCV tracks movement of the pupil.Results: Through paired-samples t-tests, this study found out that after exercise, subjects displayed increased reading speed and fewer eye drifts, coupled with increased mean scores. Conclusion:Thus, this study demonstrated that running, as an acute, coordinative, aerobic exercise, helps increase the testing performance of the SAT reading section by measuring attention. Future research could focus on including head movement as an attention index, replicate the experiment on different standardized tests or exercises, and conduct natural experiments to better simulate real-life conditions to increase applicability.

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Differences in brain networks of children with ADHD: Whole‐brain analysis of resting‐state fMRI

İçer

Benli

Özmen

2019

Int J Imaging Syst Tech

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The aim of this study was to investigate changes of functional connectivity (FC) in resting state networks (RSNs) in medication‐naive children with attention‐deficit/hyperactivity disorder (ADHD). Twenty children with a diagnosis of ADHD (11.8 ± 2.29 years; 16 boys) and 20 age‐matched typically developing (TD) children (13 ± 1.78 years; 10 boys) were included. It was found that brain FC differences in children with ADHD are not only in the well known RSNs such as default mode, visual, sensory motor, attentional, frontal, central executive, and frontal networks but also involve interaction among whole brain functional networks. In addition, basal ganglia and cerebellum networks which later gained importance were examined in this study. All RSNs has been shown significant differences in special regions which belongs related RSN. The highest positive (HPC) and negative (HNC) correlation were calculated between 14 independent components including 11 different RSNs. We observed different FC changes (decreased/increased) according to the RSNs between ADHD and control children. The HPC was defined between the visual and cerebellum network in ADHD children and between the dorsal attentional network and sensory motor network in TD children. Also, the HNC was detected between the visual and basal ganglia network in both groups. Investigating intra and inter network FC could provide a framework to better understand the neural basis that underlies core symptom dimensions in ADHD.

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Aerobic Exercise and Attention Deficit Hyperactivity Disorder

Cited by 94 publications

References 35 publications

La Actividad Física en Jóvenes Con Dificultades De Aprendizaje

La Actividad Física en Jóvenes Con Dificultades De Aprendizaje

Evaluating the effectiveness of physical exercise in improving standardized testing performances through attention indices

Differences in brain networks of children with ADHD: Whole‐brain analysis of resting‐state fMRI

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