Exercise Improves Behavioral, Neurocognitive, and Scholastic Performance in Children with Attention-Deficit/Hyperactivity Disorder

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 desi...

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Bibliographic Details
Published in:The Journal of pediatrics 2013-03, Vol.162 (3), p.543-551
Main Authors: Pontifex, Matthew B., PhD, Saliba, Brian J., BS, Raine, Lauren B., BS, Picchietti, Daniel L., MD, Hillman, Charles H., PhD
Format: Article
Language:English
Subjects:
academic achievement
Attention - physiology
Attention Deficit Disorder with Hyperactivity - physiopathology
Attention Deficit Disorder with Hyperactivity - rehabilitation
brain
Brain - physiopathology
Child
children
Evoked Potentials - physiology
Exercise
Female
Humans
Male
neurophysiology
Pediatrics
reading
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Summary: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.
ISSN:0022-3476
1097-6833
DOI:10.1016/j.jpeds.2012.08.036