Related Experiment Video
Updated: May 2, 2026
Using Brain Activation nir-HEG/Q-EEG and Execution Measures CPTs in a ADHD Assessment Protocol
Published on: April 1, 2018
Physical activity and executive functions in children and adolescents with neurodevelopmental disorders: A systematic
Chang Liu1, Ran Liu2, Ruiyuan Tao3
1Vanke School of Public Health, Tsinghua University, Beijing 100084, China; Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Shatin, New Territories, Hong Kong 852, China.
Insights
Physical activity interventions significantly improve executive functions in children and adolescents with neurodevelopmental disorders. Careful design of activity type, duration, and frequency is key for optimal results.
Area of Science:
- Neuroscience
- Developmental Psychology
- Sports Medicine
Background:
- Executive functions are crucial cognitive processes often impaired in neurodevelopmental disorders.
- Physical activity is increasingly recognized for its potential to positively impact cognitive health.
- Understanding the efficacy of physical activity interventions for this population is vital.
Purpose of the Study:
- To systematically evaluate the effects of physical activity interventions on executive functions in children and adolescents with neurodevelopmental disorders.
- To identify moderators and interactions influencing the effectiveness of these interventions.
- To provide evidence-based recommendations for designing physical activity programs.
Main Methods:
- A comprehensive literature search was conducted across six major databases up to January 2024.
- Included studies were randomized controlled trials or quasi-experimental designs focusing on physical activity and executive function outcomes.
- Random multilevel meta-analyses and moderator analyses were performed to synthesize findings.
Main Results:
- Physical activity interventions demonstrated significant benefits across overall executive functions (Hedges' g = 0.60) and key subdomains: cognitive flexibility (g = 0.60), inhibitory control (g = 0.55), working memory (g = 0.40), and higher-level functions (g = 0.83).
- Moderators such as session duration, intervention length, and total intervention duration were identified.
- Significant interactions were observed between session duration, activity type, total duration, frequency, and specific executive function subdomains.
Conclusions:
- Physical activity interventions offer a promising approach to enhance executive functions in children and adolescents with various neurodevelopmental disorders.
- Tailoring physical activity interventions, particularly regarding type, session duration, and frequency, is essential for maximizing benefits across different executive function domains.
- These findings support the use of physical activity as an alternative or adjunctive strategy for cognitive enhancement in this population.
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.
Related Concept Videos
01:30Information Processing Approach
01:30Attention-Deficit/Hyperactivity Disorder
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings....