Physical activity and executive functions in children and adolescents with neurodevelopmental disorders: A systematic review and meta-analysis.

OBJECTIVE

The current study aimed to examine the effects of physical activity interventions on executive functions in children and adolescents with neurodevelopmental disorders and to identify possible moderators and the interactions among moderators.

METHODS

Six databases (Web of Science, PsycINFO, SPORTDiscus, MEDLINE, CINAHL, and ERIC) were searched from inception to January 2024. Randomized controlled trials/quasi-experimental designs applying physical activity interventions and reporting at least one executive function outcome in children and adolescents with neurodevelopmental disorders were included. Random multilevel meta-analyses and moderator analyses were conducted in 2024.

RESULTS

Thirty-nine studies were included, 35 of which were used for meta-analysis. The findings indicated that physical activity interventions elicited significant benefits for overall executive functions (Hedges' g = 0.60) and its subdomains: cognitive flexibility (Hedges' g = 0.60), inhibitory control (Hedges' g = 0.55), working memory (Hedges' g = 0.40), and higher-level functions (Hedges' g = 0.83). Session duration, number of intervention weeks, total session, and total duration were identified as moderators. The interactions among session duration, physical activity type, total duration, frequency, and executive function subdomains were also observed.

CONCLUSIONS

Physical activity interventions could serve as an alternative or adjunctive method to promote multiple aspects of executive functions in children and adolescents with different types of neurodevelopmental disorders. However, physical activity, especially the type, session duration and frequency, should be carefully designed to produce significant effects when targeting different domains of executive functions in this population.