The Effects of Physical Exercise on the Executive Functions of Children with Attention Deficit Hyperactivity Disorder: An Integrative Review of Literature

Abstract

Attention deficit hyperactivity disorder (ADHD) is a common neurodevelopmental disorder that affects 6.4 million children in the United States. These children often experience deficits in both behavioral and cognitive executive functioning. Physical exercise (PE) has been gaining recognition as an alternative non-pharmacological treatment option for children with ADHD. This study aims to gain a better understanding of the efficacy of physical exercise in improving the executive functions (EF) of these children. Critical gaps in the literature were identified and addressed. A detailed search was conducted using CINAHL, PubMed, and PsycINFO. Peer-reviewed studies written in English and published between 2006 and 2016 were considered. Ten studies relating to PE as a treatment for childhood cognitive deficits of ADHD were selected for inclusion. Response inhibition, planning, working memory, set shifting and sustained attention were the most frequent EF skills evaluated. The type of PE performed, the intensity of the exercise and the length of time of the PE program were additional factors taken into account. ADHD continues to be a significant problem in terms of developmental delays for children in the U.S. This literature review demonstrates that physical exercise is a successful method for improving many aspects of executive functions for children with ADHD. Still, further studies are needed to evaluate the short-term and long-term benefits of PE as a reliable treatment option.

Keywords: Children, School-Age, Attention Deficit Hyperactivity Disorder, ADHD, Exercise, Physical Activity, Non-pharmacological Interventions, Executive Function, Cognition