The Effect of Exergaming on Executive Functions in Children with ADHD: A Randomized Clinical Trial

Background: Children with ADHD frequently suffer from deficits in cognitive (i.e. executive functions) and motor abilities. Although medication usually has a positive effect, a lack of commitment and possible side effects result in a need for adjunct or alternative treatments. Thus, the aim of the current study was to investigate the effects of cognitively and physically demanding exergaming on executive functions, ADHD symptoms and motor abilities. Methods: In a parallel group randomized trial, 51 children between 8-12 years (M = 10.63; SD = 1.32) diagnosed with ADHD were assigned either to an 8-week exergame intervention group (three training sessions per week for 30 min), or a waiting-list control group. The core executive functions (inhibition, switching, updating), parent ratings of symptoms, and motor abilities were assessed/gathered before and after the intervention. Results: Analyses of covariance (using pre-test values as covariates) revealed that children in the exergame intervention group improved in specific executive functions (reaction times in inhibition and switching), general psychopathology as well as motor abilities compared to control group. Conclusions: Findings indicate that exergaming might benefit two domains in which frequent deficits can be observed in children with ADHD; executive functions and motor abilities. Given that these beneficial effects in turn might positively affect psychopathology, exergaming could serve as an individualized home-based intervention in the future. However, in order to maximize benefits and make exergaming a valuable adjunct to treatment for children with ADHD, customized exergames are needed. Clinical trial number: KEK 393/15; DRKS00010171; http://www.drks.de/DRKS0001017

Executive functions, motor abilities and quality of life in pediatric cancer survivors – the crucial role of motor coordination

Due to the improved treatment and diagnosis, survival rates for pediatric cancer have increased by over 80%. Nonetheless Pediatric Cancer Survivors (PCS) bear a high risk for late effects within cognitive functions, such as the executive functions (EFs). In typically developing (TD) children, EFs are related to motor abilities, and they contribute to the development of the physical self-concept which is important for psychological wellbeing. Therefore, the aim of this study was to investigate EFs, motor abilities, physical self-concept and health related quality of life (HRQOL) in PCS. In total, 81 PCS and 55 TD children and adolescents between 7-16 years of age (M = 11.14; SD = 2.35) participated in this study. EFs were assessed using the Stroop (inhibition, shifting) and the Corsi task (updating); motor abilities using the German Motor Ability Test (fitness, strength, coordination). In addition, Physical Self-Description Questionnaire (PSDQ-S) and the Kidscreen-10 were used to assess physical self-concept and HRQOL. PCS showed a lower performance in EFs and in motor abilities (ps .315, ps <.005). PCS had lower physical self-concept in the facet of coordination (p < .0005), which also significantly mediated the relationship between actual coordination performance and HRQOL. In conclusion, the assessment of motor abilities, and in particular motor coordination, should be included in standard aftercare in PCS. Results indicate that physical exercise interventions are warranted, and are also likely to impact HRQOL via improvements in physical self-concept

Exergaming to enhance cognitive functions in children and adolescents?

Many children and adolescents in Europe are not reaching the recommended amount of physical activity, whilst sedentary screen time is increasing continuously. Since physical activity seems not only to impact physical health, but also cognitive functions (Lubans et al., 2016), innovative approaches to increase physical activity in children and adolescents are warranted. Assuming that exergaming might have the potential to positively impact physical activity levels by replacing sedentary screen time, in the last decade, the interest in exergaming, or active video gaming, is growing. Exergaming is a portmanteau of "exercise" and "game" and refers to "digital games that require body movements to play, stimulating an active gaming experience to function as a form of physical activity" (Benzing & Schmidt, 2018). Since exergaming has shown to be able to increase physical activity levels, exergaming in children and adolescents may also benefit cognition. However, the available empirical evidence on the effects of exergaming on cognition in children and adolescents is very limited. Therefore, the aim of this presentation is to give an overview of (a) our own studies as well as related research on acute and chronic exergaming, covering its impact on cognition in children and adolescents (including two longitudinal investigations on the effects of exergaming on cognitive performance in children with ADHD and childhood cancer survivors), and (b) to derive important factors on exergaming to enhance cognitive functions in children and adolescents

Embodied learning in the classroom: Effects on primary school children’s attention and foreign language vocabulary learning

Objectives: The aim of the present study was to investigate the effects of specifically designed physical activities on primary school children’s foreign language vocabulary learning and attentional performance. Design: A total of 104 children aged between 8 and 10 years were assigned to either (a) an embodied learning condition consisting of task-relevant physical activities, (b) a physical activity condition involving task-irrelevant physical activities, or (c) a control condition consisting of a sedentary teaching style. Within a 2-week teaching program, consisting of four learning sessions, children had to learn 20 foreign language words. Method: Children were tested on their memory performance (cued recall test) after completion of the program and on their focused attention (d2-R test of attention) immediately after one learning session. Results: Linear mixed model analyses revealed both the embodied learning (d=1.12) and the physical activity condition (d=0.51) as being more effective in teaching children new words than the control condition. Children’s focused attention, however, did not differ between the three conditions. Conclusions: The results are discussed in the light of embodied cognition and cognitive load theory. Implications for the inclusion of specific physical activities during the school day are proposed