This study aims to examine the effects of cognitively engaging running on inhibitory control in children with attention disorders and the associated changes in brain oxygenation before and after the intervention
A total of 26 children with attention disorders were recruited and subjected to three different activities: cognitively engaging running, traditional running, and sedentary activities, each spaced one week apart. Both cognitively engaging and traditional running involved 30 minutes of moderate-intensity exercise. Inhibitory control and prefrontal brain activation were assessed using the Go/No-Go paradigm and functional near-infrared spectroscopy (fNIRS) technology before and after each intervention. Additionally, self-efficacy questionnaires were administered to the children following the exercise sessions
Post-intervention results indicated that both traditional and cognitively engaging running significantly reduced Go/No-Go reaction times in children (P 0.05), with cognitively engaging running notably enhancing inhibitory control accuracy.
Compared to traditional running and the control group, cognitively engaging running significantly increased activation levels in the left dorsolateral prefrontal cortex (l-DLPFC) (P 0.05). There was a significant negative correlation between the increase in l-DLPFC activation levels and the reduction in reaction times (r = -0.22, P 0.05).
Self-efficacy levels were found to be significantly correlated with improvements in inhibitory control following exercise (r = 0.31, P 0.01).
Cognitively engaging exercise appears to more effectively enhance inhibitory control in children with attention disorders. This enhancement is likely mediated by increased activation of the l-DLPFC, a brain region associated with cognitive processes. Furthermore, the beneficial effects of this type of exercise are modulated by the children’s perceived self-efficacy.
The findings of this study have significant practical implications for developing effective physical activity interventions for children with ADHD. By demonstrating the benefits of cognitively engaging exercises, the research offers actionable strategies for educators, therapists, and parents to enhance executive functions in affected children. This practical relevance ensures that the study's results can be directly applied to improve the daily lives and educational outcomes of children with ADHD.
Running
ADHD
