Taylor Alyx, Novo Dario, Foreman David
Department of Physiology, School of Psychology, Sport and Physical Activity, AECC University College, Bournemouth BH5 2DF, UK.
Institute of Psychiatry, Psychology and Neuroscience, King's College London, London SE5 8AF, UK.
Healthcare (Basel). 2019 Sep 4;7(3):102. doi: 10.3390/healthcare7030102.
Moderate to high intensity exercise can improve cognitive function and behavior in children including those with attention-deficit/hyperactivity disorder (ADHD). However, exercise with long periods of the same activity, or inactivity can fail to engage or maintain their attention. This study examined the effect of exercise sessions developed to engage children with ADHD. Twelve children (10-11 years), six with a diagnosis of ADHD and six with no diagnosis, undertook 40-minute sessions of short-duration, mixed activities bi-weekly for eleven weeks. ADHD symptoms and exercise enjoyment were recorded before six and eleven weeks of intervention. Teacher-reported data showed ADHD symptoms were significantly decreased in the children with ADHD, with a moderate to large effect size. There were no changes in the control group. All children indicated equal enjoyment of the exercise sessions. Specially designed exercise sessions stimulate and maintain engagement by children with ADHD and may reduce ADHD symptom levels in the school environment. The method that supports inclusive practice in physical education (PE) was successfully transferred to the study school and led by the usual class teacher. Children evaluated the exercises as acceptable and enjoyable for those with and without ADHD. This inclusive exercise method might help children manage ADHD symptoms.
中度至高强度运动可以改善儿童的认知功能和行为，包括患有注意力缺陷多动障碍（ADHD）的儿童。然而，长时间进行相同活动或不活动的运动可能无法吸引或维持他们的注意力。本研究考察了为吸引患有ADHD的儿童而设计的运动课程的效果。12名儿童（10 - 11岁），其中6名被诊断为ADHD，6名未被诊断，每两周进行一次为期40分钟的短时长混合活动课程，共持续11周。在干预的第6周和第11周之前记录ADHD症状和运动乐趣。教师报告的数据显示，患有ADHD的儿童的ADHD症状显著减少，效应量为中度至大。对照组没有变化。所有儿童都表示对运动课程同样享受。专门设计的运动课程能刺激并维持患有ADHD的儿童的参与度，并可能降低学校环境中ADHD症状的水平。支持体育教育（PE）中包容性实践的方法成功地应用于研究学校，并由常任班主任主导。儿童们认为这些运动对患有和未患有ADHD的儿童来说都是可以接受且有趣的。这种包容性运动方法可能有助于儿童控制ADHD症状。
