Document Type : Original research study
Authors
1 Ferdowsi University of Mashhad- Faculty of Sport Sciences
2 Department of Sport sciences, Faculty of Education and Psychology, Shiraz University
Abstract
Objective: This study aimed to investigate the effect of mixed exercise on attentional functions and academic performance in children with attention-deficit/hyperactivity disorder (ADHD). Methods & Materials: 30 children with ADHD were randomly divided into experimental (mean age, 9.33 ± 1.45 years), and control (mean age, 9.07 ± 1.49 years) groups and 18 typical development peers (mean age, 9.17 ± 1.25) enrolled as the control group. Inclusion criteria included normal intelligence quotient, inattentive prominent subtype, and exclusion criteria included lack of participation in one-third of training sessions and post-test. The exercise intervention included a combined program performed during eight weeks (three sessions of 60 minutes per week). The control groups dealt with daily activity during this period. Attentional functions (attention error percent, impulsive error percent, and reaction time [RT]) were evaluated by Go/ no Go task and academic performance was evaluated using mathematics and spelling scores before and after the intervention. Results: The results showed a significant difference between pre and post-tests in the experimental group for attention error percentage, RT, and academic performance measures, while no significant difference was observed between pre- and post-tests in the control groups. Conclusions: Using the mixed exercise program as a physical activity that is a combination of aerobic exercise and extra attentional demands, can improve the attentional functions and academic performance in children with ADHD.
Keywords
- Attention-deficit/hyperactivity disorder
- Aerobic exercise
- Backward walking
- Academic performance
- Children
Main Subjects
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