Doctoral School of Psychology, Institute of Psychology, ELTE Eötvös Loránd University, Izabella St. 46, 1064 Budapest, Hungary.
Department of Developmental and Clinical Child Psychology, Institute of Psychology, ELTE Eötvös Loránd University, Izabella St. 46, 1064 Budapest, Hungary.
Int J Environ Res Public Health. 2020 Jun 7;17(11):4071. doi: 10.3390/ijerph17114071.
A growing number of studies support the theory that physical activity can effectively foster the cognitive function of children with attention-deficit hyperactivity disorder (ADHD). The present study examines the effect of acute moderate physical activity on the executive functions and attention performance of (1) typically developing children (without psychological, psychiatric or neurological diagnosis and/or associated treatment stated in their medical history); (2) treatment-naïve ADHD children; and (3) medicated children with ADHD. In the current study, a total sample of 150 (50 non-medicated, 50 medicated, and 50 typically developing) children between the ages of 6 and 12 took part in the experiment. The Mini International Neuropsychiatric Interview for Children and Adolescents (MINI Kid) was used to measure ADHD and the child version of the Test of Attentional Performance (KiTAP) was applied to evaluate the children's attentional and executive function performance before and after two types of intervention. In order to compare the effects of physical activity and control intervention, half of the children from each group (25 participants) took part in a 20-min long, moderately intense physical activity session on the 60-80% of their maximum heart rate, while watching a cartoon video. In the control condition, the other half of the children (25 participants) from each group watched the same cartoon video for 20 min while seated. Physical activity (compared to the just video watching control condition) had a significantly positive influence on 2 out of 15 measured parameters (median reaction time in the alertness task and error rates in the divided attention task) for the medicated group and on 2 out of the 15 measured variables (number of total errors and errors when distractor was presented, both in the distractibility task) regarding the treatment-naïve group. Future studies should focus on finding the optimal type, intensity, and duration of physical activity that could be a potential complementary intervention in treating deficits regarding ADHD in children.
越来越多的研究支持这样一种理论，即身体活动可以有效地促进患有注意缺陷多动障碍（ADHD）的儿童的认知功能。本研究考察了急性中度身体活动对以下儿童的执行功能和注意力表现的影响：（1）典型发展儿童（没有心理、精神或神经诊断和/或相关治疗在其病史中陈述）；（2）未经治疗的 ADHD 儿童；（3）服用药物治疗的 ADHD 儿童。在目前的研究中，共有 150 名（50 名未服药、50 名服药和 50 名典型发展）年龄在 6 至 12 岁的儿童参与了实验。采用儿童 Mini 国际神经精神访谈（MINI Kid）测量 ADHD，采用儿童注意力表现测验（KiTAP）评估儿童注意力和执行功能表现，然后对两组儿童进行两种干预。为了比较身体活动和对照干预的效果，每个组的一半儿童（25 名参与者）进行了 20 分钟的中等强度身体活动，心率达到最大心率的 60-80%，同时观看卡通视频。在对照组中，每个组的另一半儿童（25 名参与者）以坐姿观看相同的卡通视频 20 分钟。与单纯观看视频的对照组相比，身体活动（与单纯观看视频的对照组相比）对服药组的 15 个测量参数中的 2 个（警觉任务中的中值反应时间和分散注意力任务中的错误率）和治疗组的 15 个测量变量中的 2 个（总错误数和分心任务中呈现分心物时的错误数）有显著的积极影响。未来的研究应侧重于寻找最佳的身体活动类型、强度和持续时间，这可能是治疗儿童 ADHD 缺陷的一种潜在补充干预措施。
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