Research code: IR.SSRC.REC.1402.209
Ethics code: IR.SSRC.REC.1402.209
Clinical trials code: 1401/2208
Islamic Azad University of Mashhad , mnajafian44@yahoo.com
Abstract: (41 Views)
Background: Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common neurobehavioral disorders and a neurobiological complication that is commonly observed in school children with a continuous pattern of unawareness/hyperactivity and impulsivity (1). Not paying attention to the reduction or timely treatment of hyperactivity can cause academic problems, disruption of social skills and stress in parent-children relationships (4). In order to treat this disorder, different methods such as: using neurostimulant drugs (with side effects), psychological and physical treatments including mindfulness (trying to restore attention and concentration to the present moment) and neurofeedback (enabling a person to change their brain waves) and physically including yoga exercises are used (6,7), Physical method is an easy, no-side effects and cost-effective method that physical exercises may temporarily improve the symptoms of attention deficit and also affect the mechanisms of basic physiology and potentially change the pathway of brain progression (8). For example, it has been suggested in a study that physical intervention can reduce impulsivity, anxiety and increase attention by making positive changes in behavioral structures and cognitive function of children with hyperactivity (4). Recent systematic review also stated that physical activity can improve postural change, adaptation to response speed, alertness and impulsive control in these people to help prepare children's response (9,10) On the other hand, conflicting studies in this field suggest the absence of an effect between factors, or limited influence between valid physical activity studies or some kind of effects based on physical activity spectrums. (11-13) Now, considering the interaction between exercise and the complex functional outcomes of attention deficit, it is necessary to conduct a research with the aim of closer investigation and further limitations and using special tools to address this issue in a special way.
Methods: This semi-experimental study was conducted from two experimental and control groups with pre-test and post-test. The statistical sample consisted of 18 children with attention deficit hyperactivity disorder (8-12 years old) in Quchan city. The selection of children with attention deficit hyperactivity disease was performed randomly by matching the age, sex and educational level. Inclusion criteria were: Diagnosis of hyperactivity was performed based on continuous function test (cpt), memory and Connors behavioral problems questionnaire, quality of life and Spence anxiety questionnaire by researcher from parents and children. These children did not take any medications. Students and parents consented to participate in this study. The instruments of this study were: Connors Parents' Behavioral Problems Questionnaire, Spence Anxiety Questionnaire (SCAS) for Children, Continuous Performance Test (cpt), Quality of Life Questionnaire (PedsQL), Wechsler Memory Test (Form A). Physical activity of the experimental group was performed by master of motor behavior and cooperation of family management coach 60%, 3 sessions per week in 12 sessions. This training program consisted of 20 minutes of warm-up and cooling, 40 minutes of activity and 10 minutes rest between the two activities.
Results: Based on the results, comparing the three psychological indicators and two tests of children's attention and memory in the experimental and control groups, it is found that in Connors behavioral problems index, the effect of physical activity on impulsivity variable (P=0.049) and the effect of group on this index in conduct disorder variable (P=0.012) and impulsivity variable (P=0.01) have significant effect. In anxiety index, the effect of group on social grasp (P=0.0001) and obsessive compulsive disorder (p=0.036) has a significant effect. Also, in attention to attention, the effect of physical activity on the error variable of image response (P=0.039) and the effect of the group on the response time of the numbers (P=0.021) had a significant effect. In quality of life, the effect of physical activity on social functioning (P=0.032) and in the overall psychological health variable (P=0.012) is significant. Also, in Wechsler memory test, the effect of physical activity on repetitive variables of strength (P=0.0001) and evocative learning (P=0.047) and visual memory (p=0.03) and group effect In orientation variables (P=0.004), mental control (P=0.013), digit repetition (P=0.003) and overall memory score (P=0.001) were significant.
Conclusion: The first concept that was studied in this study is the concept of cognitive function which was investigated using Wechsler test and showed the results of relative progression in some subscales based on physical activity. Evaluation of studies shows relative similarity between these findings with studies focused on high intensity physical activity, treadmill use (9, 18, 24) and bicycle carometer use (17) and studies focused on moderate and low intensity activities. In general, considering the physiological and behavioral reasons for hyperactivity disorder, several possible explanations about the effectiveness of physical activity are suggested. On the other hand, reviewing studies focused on activities with low intensity and long duration (30-90) minutes, mainly made up of aerobic activities, aquatic exercise, yoga and exercise skills, shows similar results in cognitive concepts (25). Based on the studies, physical activity leads to changes in brain structure that are related to the concept of attention control. Although hyperactivity is a disorder with different spectrum and demand, but a number of variables involved with physical activity improve, dopamine is one of these variables that its function seems to be very effective in irregularities of people with hyperactivity (26) The other category is brain-dependent neuronal agent, which plays a major role in the transmission of messages in dopaminergic pathways, and in animal studies its function increases with the intake of stimulant drugs (27), on the other hand, physical activity leads to increased blood flow in the forehead and forehead, and subsequently leads to improvement in proper use of catelamine pathways, inability to regulate and use. Catelamine pathways are one of the most important reasons for disorders in hyperactive individuals. Improving the quality of activity in the forehead region and the relationship between this region and other parts of the brain are also effective factors in reducing anxiety and stress (28). Colycystokine tetrapiptide is another variable that directly affects anxiety levels, which is directly related to the level of physical activity of oxygen consumption in physical activity (29). Based on studies, physical activity can increase dopamine, norepinephrine levels in the nephrines and subsequently improve the function of cataclamines, increasing catelamins leads to improved memory and learning and cognitive variables (30). The next category of variables is related to behavioral variables and disorder indicators that have been evaluated in different studies with multiple questionnaires such as Connors as well as many psychological questionnaires and the results have been reported. Based on the results of this study, spence anxiety tests, quality of life scale, Connors disorder questionnaire and continuous performance test do not show significant and presentable changes according to the amount and type of physical activity applied. The reason for these contradictions in several studies with each other, especially with the above study, can be considered in broad concepts such as tools, intensity and duration of activities, type of activities and age groups and even gender of samples.
Methods: This semi-experimental study was conducted from two experimental and control groups with pre-test and post-test. The statistical sample consisted of 18 children with attention deficit hyperactivity disorder (8-12 years old) in Quchan city. The selection of children with attention deficit hyperactivity disease was performed randomly by matching the age, sex and educational level. Inclusion criteria were: Diagnosis of hyperactivity was performed based on continuous function test (cpt), memory and Connors behavioral problems questionnaire, quality of life and Spence anxiety questionnaire by researcher from parents and children. These children did not take any medications. Students and parents consented to participate in this study. The instruments of this study were: Connors Parents' Behavioral Problems Questionnaire, Spence Anxiety Questionnaire (SCAS) for Children, Continuous Performance Test (cpt), Quality of Life Questionnaire (PedsQL), Wechsler Memory Test (Form A). Physical activity of the experimental group was performed by master of motor behavior and cooperation of family management coach 60%, 3 sessions per week in 12 sessions. This training program consisted of 20 minutes of warm-up and cooling, 40 minutes of activity and 10 minutes rest between the two activities.
Results: Based on the results, comparing the three psychological indicators and two tests of children's attention and memory in the experimental and control groups, it is found that in Connors behavioral problems index, the effect of physical activity on impulsivity variable (P=0.049) and the effect of group on this index in conduct disorder variable (P=0.012) and impulsivity variable (P=0.01) have significant effect. In anxiety index, the effect of group on social grasp (P=0.0001) and obsessive compulsive disorder (p=0.036) has a significant effect. Also, in attention to attention, the effect of physical activity on the error variable of image response (P=0.039) and the effect of the group on the response time of the numbers (P=0.021) had a significant effect. In quality of life, the effect of physical activity on social functioning (P=0.032) and in the overall psychological health variable (P=0.012) is significant. Also, in Wechsler memory test, the effect of physical activity on repetitive variables of strength (P=0.0001) and evocative learning (P=0.047) and visual memory (p=0.03) and group effect In orientation variables (P=0.004), mental control (P=0.013), digit repetition (P=0.003) and overall memory score (P=0.001) were significant.
Conclusion: The first concept that was studied in this study is the concept of cognitive function which was investigated using Wechsler test and showed the results of relative progression in some subscales based on physical activity. Evaluation of studies shows relative similarity between these findings with studies focused on high intensity physical activity, treadmill use (9, 18, 24) and bicycle carometer use (17) and studies focused on moderate and low intensity activities. In general, considering the physiological and behavioral reasons for hyperactivity disorder, several possible explanations about the effectiveness of physical activity are suggested. On the other hand, reviewing studies focused on activities with low intensity and long duration (30-90) minutes, mainly made up of aerobic activities, aquatic exercise, yoga and exercise skills, shows similar results in cognitive concepts (25). Based on the studies, physical activity leads to changes in brain structure that are related to the concept of attention control. Although hyperactivity is a disorder with different spectrum and demand, but a number of variables involved with physical activity improve, dopamine is one of these variables that its function seems to be very effective in irregularities of people with hyperactivity (26) The other category is brain-dependent neuronal agent, which plays a major role in the transmission of messages in dopaminergic pathways, and in animal studies its function increases with the intake of stimulant drugs (27), on the other hand, physical activity leads to increased blood flow in the forehead and forehead, and subsequently leads to improvement in proper use of catelamine pathways, inability to regulate and use. Catelamine pathways are one of the most important reasons for disorders in hyperactive individuals. Improving the quality of activity in the forehead region and the relationship between this region and other parts of the brain are also effective factors in reducing anxiety and stress (28). Colycystokine tetrapiptide is another variable that directly affects anxiety levels, which is directly related to the level of physical activity of oxygen consumption in physical activity (29). Based on studies, physical activity can increase dopamine, norepinephrine levels in the nephrines and subsequently improve the function of cataclamines, increasing catelamins leads to improved memory and learning and cognitive variables (30). The next category of variables is related to behavioral variables and disorder indicators that have been evaluated in different studies with multiple questionnaires such as Connors as well as many psychological questionnaires and the results have been reported. Based on the results of this study, spence anxiety tests, quality of life scale, Connors disorder questionnaire and continuous performance test do not show significant and presentable changes according to the amount and type of physical activity applied. The reason for these contradictions in several studies with each other, especially with the above study, can be considered in broad concepts such as tools, intensity and duration of activities, type of activities and age groups and even gender of samples.
Type of Study: Research |
Subject:
Pediatric Disease
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