Attention Deficit Hyperactivity Disorder, Behavior, Child Behavior, Physical Activity
Conditions
Keywords
Exercise, Prevention, Attention capacity
Brief summary
Despite the evidence and the potential of physical activity related to cognition and academic performance in children, the effects of a before-school physical activity program on these parameters remains unknown.
Detailed description
Despite public health concerns and the extensively documented health benefits of physical activity, a large proportion of Chilean children do not meet the physical activity recommendations (Aguilar-Farias et al., 2018). Since most children spend a majority of their waking hours at school, this environment is appropriate for the implementation of preventive interventions, particularly those that include activities promoting physical activity (Naylor & McKay, 2009). With the absence of opportunities for physical activity during the school day, before-school programs have become a popular option to help children increasing their physical activity levels (Stylianou, van der Mars, et al., 2016). Although several recent studies support a positive effect of before school-based physical activity on health (Westcott, Puhala, Colligan, Loud, & Cobbett, 2015), less literature has evaluate the cognitive outcomes (Stylianou, Kulinna, et al., 2016) such as attention capacity.
Interventions
BEHAVIORALActive-Start intervention
Supervised exercise training. The intervention is a physical activity intervention that consist of 5 times per week before starting the first school-class (8:00-8:30 a.m.), 5 times per week. Each session was previously planned and described in a manual dedicated to the study. These sessions were designed by the research team and delivered by a graduate in Sport The intervention program included sports games adapted to the age of the participants, playground games, dance and other recreational activities. The intensity of the main part of the sessions was moderate-to-vigorous according to a previous study and this intensity was confirmed by accelerometry. Also, different activities favoring social interactions were designed to facilitate the interactions between the participants at the end of the sessions (cold-down).
BEHAVIORALNo Intervention
No-exercise
Sponsors
Universidad Pública de Navarra
Universidad Santo Tomas
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
DOUBLE (Investigator, Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
8 Years to 10 Years
Healthy volunteers
Yes
Inclusion criteria
* All students in fourth grade (aged 8-10 years) * Children's parents/caregivers will give their written consent to the children's participation. * Collaboration in the family to respond to questionnaires
Exclusion criteria
* Children with some physical pathology or medical contraindication to perform physical exercise * Diagnosed with learning disabilities or mental disorders
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Selective attention | Change from Baseline and 8-weeks immediately after the interventions ends | The D2- Test were used as indicators of selective attention |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Executive function | Change from Baseline and 8-weeks immediately after the interventions ends | The D2- Test were used as indicators of cognitive flexibility |
| Body fat percentage | Change from Baseline and 8-weeks immediately after the interventions ends | Was recorded by bioelectrical impedance analysis |
| Body mass index | Change from Baseline and 8-weeks immediately after the interventions ends | Weight and height were used to calculate BMI (weight in kilograms divided by the square of height in meters). |
| Waist circumference | Change from Baseline and 8-weeks immediately after the interventions ends | Waist circumference was measured in the horizontal plane at the superior border of the right iliac crest. |
| Fat free mass | Change from Baseline and 8-weeks immediately after the interventions ends | Was recorded by bioelectrical impedance analysis |
| Academic performance | Change from Baseline and 8-weeks immediately after the interventions ends | Was recorded by 2018-2019 year final exam scores |
| Standing long jump test | Change from Baseline and 8-weeks immediately after the interventions ends | The longest attempt from 3 was recorded (centimeters) and multiplied by the body weight to obtain an absolute measurement |
| 4x10-m shuttle-run test | Change from Baseline and 8-weeks immediately after the interventions ends | The speed-agility was assessed twice using the 4 x 10-m shuttle-run test and the fastest completion time (seconds) was recorded |
| Cardiorespiratory fitness | Change from Baseline and 8-weeks immediately after the interventions ends | Cardiorespiratory fitness was assessed through the 20-m shuttle-run test and the total number of completed laps was registered |
| Blood pressure | Change from Baseline and 8-weeks immediately after the interventions ends | Blood pressure was recorded by a automatic sphygmomanometer with the arm supported at heart level after sitting quietly for 10 min |
| Mediterranean diet | Change from Baseline and 8-weeks immediately after the interventions ends | This information was self-reported by the children withguided assistance by a trained psychologis with Mediterranean diet (Kidmed) tool |
| Muscular strength | Change from Baseline and 8-weeks immediately after the interventions ends | The handgrip test, each child performed the test twice with each hand, and the maximum value of each hand was taken and averaged |
Countries
Chile
Outcome results
None listed