| Abstract [eng] |
The aim of research work: To evaluate the effect of physical activity and cognitive stimulation on executive functions in children with attention-deficit/hyperactivity disorder through the scientific literature. Tasks of work: 1) To select and analyze research that provides information on physical activity interventions and combined physical activity with cognitive stimulation interventions in the neurorehabilitation of children with attention-deficit/hyperactivity disorder. 2) To systematize data on the effect of such interventions on the core components of executive functions (working memory, inhibition, cognitive flexibility) in the population of children with attention-deficit/hyperactivity disorder. Materials and methods: A systematic review was conducted following the PRISMA 2020 statement. The search for scientific literature was performed in PubMed (MEDLINE) and Web of Science (Clarivate Analytics) databases using English keywords. The keywords were used to describe: 1) The population of children with attention-deficit/hyperactivity disorder; 2) Physical activity and cognitive stimulation interventions; 3) Executive functions and their core components. The search for scientific publications has been carried out since 2021 February until 2022 February. A total of 1551 scientific publications were found. Based on inclusion and exclusion criteria, 12 eligible randomized clinical trials were included. RoB 2: A revised Cochrane risk-of-bias tool for randomized trials was used to assess the risk of bias in the included studies. The effect of interventions on executive functions were assessed based on criteria of statistical and clinical significance. Basic meta-analytical data transformation operations were performed to compare the results of studies with clinical heterogeneity. R and R Studio computer programs were used for this purpose – tidyverse, meta and metaphor packages. Results: A total of 469 children with attention-deficit/hyperactivity disorder participated in studies included in a review. Six studies examined the effect of physical activity interventions, four – the effect of combined physical activity with cognitive stimulation interventions, two – compared the effect of physical activity and combined interventions. The duration of acute interventions ranged from 5 to 30 minutes. The duration of long-term training interventions ranged from 30 to 90 minutes. The training frequency ranged from one to three times per week. The length of training program ranged from 4 weeks to 1,5 years. The results showed that physical activity and cognitive stimulation interventions have a small to moderate effect on the core components of executive functions. Computerized combined long-term physical training with cognitive stimulation interventions are found to have a greater impact on all three core components of executive functions in children with attention-deficit/hyperactivity disorder. The positive effect of such interventions are likely to persist for one month after the intervention program. Conclusions: 1) The scientific literature provides high-quality evidence for the implementation of physical activity and cognitive stimulation interventions in the neurorehabilitation in children with attention-deficit/hyperactivity disorder, but research has shown clinical heterogeneity. The effect of moderate to high intensity aerobic and mixed physical activity interventions have been extensively examined. 2) Existing evidence suggests that physical activity and cognitive stimulation interventions have a small to moderate positive and lasting effect on the core components of executive functions (working memory, inhibition, cognitive flexibility) in children with attention-deficit/hyperactivity disorder. Such interventions can be used as an adjunct to or as an alternative to pharmacological treatment of attention-deficit/hyperactivity disorder. |
