Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Effects of Physical Activity on Executive Function of Children with ADHD

  • Jeffery L. Hart Ph.D. (Author) Western Washington University image/svg+xml
    Jeffery Hart Ph.D., is an assistant professor at Western Washington University, teaching coursework on disability assessment, transition, and working with complex needs populations. Jeff started his teaching career in Utah as an elementary teacher, but moved on to teach special education in New Hampshire. He received his doctorate in Special Education from The Pennsylvania State University in 2015. Jeff’s research has three strands: physical activity for special needs populations, development of the Adult Reading Interest and Engagement Scale, and promoting inclusion of individuals with complex needs into higher education settings.
  • David Phillips Ph.D. (Author) Salisbury University image/svg+xml
    Dave Phillips Ph.D., is originally from Swindon, England. He has over 28 years’ experience (both in K-12, and Higher Education) in teaching and coaching. He completed his graduate education at Florida State University, and the University of Utah. Dr. Phillips research focus is the relationship between acute physical activity and cognition. He has published numerous articles, and has presented his work across a plethora of conferences, such as SHAPE-America, and ACSM.
DOI
https://doi.org/10.64546/jaasep.425
Abstract
Children with ADHD are often described as experiencing deficits in executive function. Two key areas of concern are inhibition, the ability to refrain from a dominant response when needed, and updating, the ability to revise or update incoming information. The purpose of this manuscript is to combine disparate lines of research to help establish a positive link between moderate to vigorous physical activity, executive function, and ADHD. Neuroscience research suggests moderate to vigorous physical activity may increase allocation of attentional resources as evidenced by increases in P3 amplitude and reduce P3 latency in children with ADHD. Intervention studies employing moderate to vigorous physical activity have shown improvements in executive function for children with ADHD. Optimal stimulation and dopamine regulation are suggested as theoretical perspectives for the effects of exercise. Key variables and implications for teachers suggest moderate to vigorous physical activity may provide a quick and effective means of improving executive functioning of children with ADHD in the classroom.
Keywords
Attention Deficit Hyperactivity Disorder, Biochemistry, Children, Classroom Techniques, Correlation, Executive Function
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How to Cite
Hart, J. L., & Phillips, D. (2020). Effects of Physical Activity on Executive Function of Children with ADHD. Journal of the American Academy of Special Education Professionals, 15(2), 59-76. https://doi.org/10.64546/jaasep.425

Spring/Summer 2020

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  • Article Type Articles
  • Submitted May 22, 2020
  • Published June 15, 2020
  • Issue Spring/Summer 2020
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