Effects of Physical Activity on Academic Performance and Behavior in Children with ADHD

1030 PURPOSE: The purpose of this study was to determine if low (LOW) or moderate (MOD) intensity exercise effected academic performance (AP) and behavior in boys with ADHD. METHODS: Nineteen boys (7–11yrs) completed 3 test sessions at one-week intervals, which were divided into four periods. During the first period, all participants completed two 10-minute timed math tests and two 10-minute timed reading tasks. During the second period, participants were randomly assigned to one of three conditions playing board games for 25 minutes (BG), LOW (riding a cycle ergometer for 25 minutes at 40–50% of VO2 max) and MOD (riding a cycle ergometer for 25 minutes at 65–75% of VO2 max). The third period was a 40-minute academic period identical to the first period. The final 30-minute period was free time. Measures of AP were collected during the two periods and included the number of reading and math items completed (RMC), number of items completed correctly (COR), and the academic efficiency # items correct/total # of items completed (AE). Behavior was measured from standardized observations of on-task and disruptive behavior using CAT Classroom Observation system, and the IOWA Conners Rating Scale (IOWA). RESULTS: The changes in AP as measured by RMC, COR and AE were not significant. The results of the IOWA revealed no significant interaction across conditions from pre to post F (1,17) = 0.489, p >0.05. However, only 7 of 18 participants improved in the games condition while 12 improved in the LOW condition and 13 improved in the MOD condition. The similarities of results between the LOW and MOD exercise treatments suggested that intensity of exercise did not effect behavior, so the exercise data was combined and reevaluated as no exercise vs. combined exercise. In this analysis children showed significantly improved behavior (IOWA) following exercise, while there was no difference in behavior in the nonexercising condition (F (1,18) = 5.261, p < 0.05). CONCLUSIONS: The results indicate that physical activity had an impact on the behavior of children diagnosed with ADHD. However, future studies should include assessment tools that account for the intensity of the inattention/over activity, and the use of shorter academic and activity periods. Supported by James Madison University Faculty Development Grant and Alvin V. Baird Attention and Learning Disabilities Center.