The effect of acute exercise on cognitive performance in children with and without ADHD

Piepmeier, Aaron; Shih, Chia-Hao; Whedon, Margaret; Williams, Lauren; Davis, Matthew; Henning, David A.; Park, SeYun; Calkins, Susan D.; Etnier, Jennifer L.

doi:10.1016/j.jshs.2014.11.004

Cited by 85 publications

(81 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A promising but methodologically weak literature specific to ADHD and physical activity has emerged in recent years dominated by acute bout studies (16, 34, 39, 40, 49) and single group (19, 47) and non-randomized trials (7, 33, 55) of regular physical activity. This literature provides preliminary evidence of a transient impact of acute physical activity on cognition, and associations between regular physical activity and cognition in children with ADHD.…”

Section: Introductionmentioning

confidence: 99%

Randomized Controlled Trial of Exercise for ADHD and Disruptive Behavior Disorders

Bustamante

Davis

Frazier

et al. 2016

Medicine &Amp; Science in Sports &Amp; Exercise

View full text Add to dashboard Cite

Purpose To test feasibility and impact of a 10-week after-school exercise program for children with ADHD and/or disruptive behavior disorders (DBD) living in an urban poor community. Methods Children were randomized to exercise (n=19) or a comparable but sedentary attention control program (n=16). Cognitive and behavioral outcomes were collected pre-post. Intent-to-treat mixed models tested group × time and group × time × attendance interactions. Effect sizes were calculated within and between groups. Results Feasibility was evidenced by 86% retention, 60% attendance, and average 75% maximum heart rate. Group × time results were null on the primary outcome, parent-reported executive function. Among secondary outcomes, between-group effect sizes favored exercise on hyperactive symptoms (d=0.47) and verbal working memory (d=0.26), and controls on visuospatial working memory (d=-0.21) and oppositional defiant symptoms (d=-0.37). In each group, within-group effect sizes were moderate-large on most outcomes (d=0.67 to 1.60). A group × time × attendance interaction emerged on visuospatial working memory (F[1,33]=7.42, p<.05), such that attendance to the control program was related to greater improvements (r=.72, p<.01) while attendance to the exercise program was not (r=.25, p=.34). Conclusions While between-group findings on the primary outcome, parent-reported executive function, were null, between-group effect sizes on hyperactivity and visuospatial working memory may reflect adaptations to the specific challenges presented by distinct formats. Both groups demonstrated substantial within-group improvements on clinically relevant outcomes. Findings underscore the importance of programmatic features such as routines, engaging activities, behavior management strategies, and adult attention; and highlight the potential for after-school programs to benefit children with ADHD and DBD living in urban poverty where health needs are high and services resources few.

show abstract

Section: Introductionmentioning

confidence: 99%

Randomized Controlled Trial of Exercise for ADHD and Disruptive Behavior Disorders

Bustamante

Davis

Frazier

et al. 2016

Medicine &Amp; Science in Sports &Amp; Exercise

View full text Add to dashboard Cite

show abstract

“…Los valores se expresan como media ± desviación estándar. Piepmeier et al (2015), en un estudio con 32 adolescentes __ 18 diagnosticados TDAH y 14 que no presentaban dificultades de aprendizaje __. Tras una intervención de 30 minutos de pedaleo en cicloergometro, a intensidad moderada-vigorosa __ 62-72% de la frecuencia cardiaca máxima teórica __, obtuvieron mejoras en la atención selectiva __ Tower of London y Stroop __, pero no en el conjunto general de funciones ejecutivas.…”

Section: Tablaunclassified

“…Partiendo de que la práctica de AF aumenta los niveles de dopamina y noradrenalina (Woleaich et al, 2005) han surgido diversos estudios muestran esta relación positiva entre fitness y atención selectiva (Vanhelst et al, 2016). Piepmeier et al (2015) comprobaron en un grupo de 32 adolescentes (10.75 ± 2.27 años) diagnosticados TDAH, que la realización de ejercicio aeróbico __ 30 minutos de pedaleo en cicloergometro, manteniendo aproximadamente la intensidad al 68% de la frecuencia cardiaca máxima teórica calculada con la fórmula de Karvonen, Kentala y Mustala (1957), monitorizados con pulsómetro POLAR __, observaron en el grupo experimental mejoras en atención __ Stroop Test y Tower of London __.…”

Section: Introductionunclassified

“…Sin embargo, al menos que nos conste a nosotros, no existe un trabajo que analice el efecto inmediato que tiene la realización de 16 minutos de AF de carácter interválico de alta intensidad, utilizando ejercicios de autocarga de forma aeróbica sobre los niveles de concentración en niños diag-nosticados TDAH. La mayoría de los trabajos se centras en actividades de más larga duración y de intensidad moderada, como el pedalear en cicloergometro (Piepmeier et al, 2015) o caminar / trotar en tapiz rodante (Pontifex et al, 2013).…”

Section: Introductionunclassified

See 1 more Smart Citation

Efecto de un programa de actividad física de alta intensidad en la atención selectiva de jóvenes con TDAH

Suárez-Manzano¹

2018

Revista INFAD de Psicología

View full text Add to dashboard Cite

RESUMENEl objetivo de este estudio fue analizar el efecto a corto plazo de 16 minutos de "high-intensity interval training" (HIIT) en la atención selectiva de niños diagnosticados con Trastorno por Déficit de Atención e Hiperactividad (TDAH). Este estudio tiene diseño experimental randomizado. La muestra estaba formada por 20 niños diagnosticados TDAH (6-12 años). El grupo control (n = 10) vio un video documental y el grupo experimental (n = 10) hizo 16 minutos HIIT con monitor cardiaco (80-95% frecuencia cardiaca máxima). La atención selectiva se midió utilizando el test d2. El análisis de medidas repetidas ANOVA 2 veces (pre-test vs. post-test) × 2 grupos (grupo control vs. grupo experimental). Los resultados han mostrado que practicar 16 minutos de HIIT tiene un efecto de mejora inmediato en la atención, disminuyendo el número de omisiones y errores y aumentando el número de aciertos. Se concluye, que realizar 16 minutos de HIIT mejora la atención selectiva inmediata en niños escolares diagnosticados TDAH. Se recomienda promover en el contexto educativo la práctica de ejercicio físico, en concreto, realizar 16 minutos de HIIT al comienzo de la jornada escolar. Este ejercicio de corta duración y que no requiere grandes recursos materiales ni humanos podría ayudar a mejorar la atención y motivación de niños y niñas en clase. Palabras ABSTRACTEffect of a program of Physical Activity of high intensity in the selective attention of young people with ADHD.The aim of this study was to analyse the short-term effect of 16 minutes of high-intensity interval training (HIIT) in the selective care of children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). This study has a randomized experimental design. The sample consisted of 20 LA PSICOLOGÍA Y VALORES ACTUALES children diagnosed with ADHD (6-12 years). The control group (n = 10) watched a documentary video and the experimental group (n = 10) did 16 minutes HIIT with cardiac monitor (80-95% maximum heart rate). Selective attention was measured using the d2 test. The analysis of repeated measures ANOVA 2 times (pre-test vs. post-test) × 2 groups (control group vs. experimental group). The results have shown that practicing 16 minutes of HIIT has an effect of immediate improvement in attention, decreasing the number of omissions and errors and increasing the number of correct answers. It is concluded that performing 16 minutes of HIIT improves immediate selective attention in school children diagnosed with ADHD. It is recommended to promote the practice of physical exercise in the educational context, specifically, to perform 16 minutes of HIIT at the beginning of the school day. This exercise of short duration and that does not require great material or human resources could help to improve the attention and motivation of children in class.

show abstract

“…Single bouts of exercise have improved signs of hyperactivity in children [11] and feelings of confusion and cognitive performance in adults and children with ADHD symptoms [12][13][14][15].…”

Section: Introductionmentioning

confidence: 99%

Cardiorespiratory Fitness and Leisure Time Physical Activity are Low in Young Men with Elevated Symptoms of Attention Deficit Hyperactivity Disorder

Fritz

O’Connor

2018

Exerc Med

View full text Add to dashboard Cite

show abstract

The effect of acute exercise on cognitive performance in children with and without ADHD

Cited by 85 publications

References 29 publications

Randomized Controlled Trial of Exercise for ADHD and Disruptive Behavior Disorders

Randomized Controlled Trial of Exercise for ADHD and Disruptive Behavior Disorders

Efecto de un programa de actividad física de alta intensidad en la atención selectiva de jóvenes con TDAH

Cardiorespiratory Fitness and Leisure Time Physical Activity are Low in Young Men with Elevated Symptoms of Attention Deficit Hyperactivity Disorder

Contact Info

Product

Resources

About