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Impact of physical activity on executive function in primary school children with autism spectrum disorder: a
Gracia Cristina Villodres1, Sofía Ruiz-Prieto1, José Joaquín Muros1
1Department of Didactics of Corporal Expression, University of Granada, Granada, España.
Insights
Physical activity interventions show promise for improving executive function (EF) in children with autism spectrum disorder (ASD). Traditional exercises and exergames can benefit EF, but more research is needed for definitive conclusions.
Area of Science:
- Pediatrics
- Neuroscience
- Special Education
Background:
- Autism Spectrum Disorder (ASD) presents unique challenges in executive function (EF).
- Physical Activity (PA) offers potential benefits for children with ASD.
- A systematic review is needed to consolidate evidence on PA interventions for EF in this population.
Purpose of the Study:
- To systematically review studies on the impact of PA interventions on EF in 6-12-year-old children with ASD.
- To identify effective PA strategies for improving EF difficulties in primary school children with ASD.
Main Methods:
- Systematic review adhering to PRISMA 2020 guidelines.
- Searches conducted across major databases: Pubmed, Web of Science, Scopus, PsycINFO.
- Analysis of seven eligible studies, including methodological rigor and risk of bias assessment.
Main Results:
- Traditional PA interventions (e.g., table tennis, basketball, cycling, martial arts, mind-body exercises) demonstrated benefits for EF.
- Innovative approaches like exergames were found to be engaging and effective for improving EF in the classroom.
Conclusions:
- Current evidence suggests PA interventions can positively influence EF in children with ASD.
- Further research is required to establish definitive conclusions on specific PA types and their cognitive benefits.
- More scientific evidence is needed to guide professionals in selecting optimal interventions for EF in children with ASD.
Objectives:
Physical activity (PA) has many significant health benefits for children with autism spectrum disorder (ASD). The aim of the present systematic review was to synthesise published studies focusing on the effect of PA interventions on executive function (EF) 6-12-year-old-children with ASD. To our knowledge, no systematic review has yet been conducted to examine the effects of PA interventions on EF in primary school children with ASD. Findings from this review could aid primary school professionals in identifying effective interventions to address EF difficulties.
Methods:
The present systematic review adhered to PRISMA 2020 guidelines. Studies found in the Pubmed, Web of Science, Scopus and PsycINFO databases were analysed according to inclusion and exclusion criteria. Finally, a total of seven eligible articles were carefully analysed. All studies included in the present review were analysed for methodological rigour and risk of bias was evaluated using the Cochrane Collaboration Guide.
Results:
Traditional PA interventions based on table tennis, basketball skills, non-static bicycling, mixed martial arts and Chinese mind-body exercise were beneficial to EF. Further, innovative tools such as exergames spoke to the interest of students and were a good option to bring into the classroom to improve EF.
Conclusions:
Available evidence does not allow definitive conclusions regarding the cognitive benefits of PA alone. More scientific evidence is needed to establish firm conclusions about the type of interventions that specifically improve EF in children with ASD and provide accurate information to the scientific and educational community.
Related Concept Videos
01:19Autism Spectrum Disorder
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
01:30Information Processing Approach