Exercise Improves Behavioral, Neurocognitive, and Scholastic Performance in Children with Attention-Deficit/Hyperactivity Disorder - 26/02/13
, Brian J. Saliba, BS 1, Lauren B. Raine, BS 1, Daniel L. Picchietti, MD 1, 2, Charles H. Hillman, PhD 1
Reprint requests: Matthew B. Pontifex, PhD, Michigan State University, Department of Kinesiology, 27P IM Sports Circle, East Lansing, MI 48824-1049.Abstract |
Objective |
To examine the effect of a single bout of moderate-intensity aerobic exercise on preadolescent children with attention-deficit/hyperactivity disorder (ADHD) using objective measures of attention, brain neurophysiology, and academic performance.
Study design |
Using a within-participants design, task performance and event-related brain potentials were assessed while participants performed an attentional-control task following a bout of exercise or seated reading during 2 separate, counterbalanced sessions.
Results |
Following a single 20-minute bout of exercise, both children with ADHD and healthy match control children exhibited greater response accuracy and stimulus-related processing, with the children with ADHD also exhibiting selective enhancements in regulatory processes, compared with after a similar duration of seated reading. In addition, greater performance in the areas of reading and arithmetic were observed following exercise in both groups.
Conclusion |
These findings indicate that single bouts of moderately intense aerobic exercise may have positive implications for aspects of neurocognitive function and inhibitory control in children with ADHD.
Le texte complet de cet article est disponible en PDF.Keyword : ADHD, ERN, ERP, RT, WRAT3
Plan
| Supported by the National Institute of Child Health and Human Development (NICHD; R01 HD055352 to C.H.) and the NICHD Developmental Psychobiology and Neurobiology Training Grant at the University of Illinois (2 T32 HD007333 to M.P.). The authors declare no conflicts of interest. |
Vol 162 - N° 3
P. 543-551 - mars 2013 Retour au numéro
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