Examining the Impact of Physical Activity on Sleep Quality in Children With ADHD.

OBJECTIVE: Sleep problems have been commonly observed in children with attention deficit hyperactivity disorder (ADHD). The aim of current study was to investigate the impact of physical activity on sleep quality in young adolescent with attention deficit hyperactivity disorder. METHOD: A total of 33 children diagnosed with attention deficit hyperactivity disorder (mean age = 10.12 years) were randomized into intervention group and control group respectively. Mention the intervention detail here. Four specific sleep parameters, including sleep efficiency, sleep onset latency, sleep duration, and wake after sleep onset, were assessed before and after the intervention period in both groups. RESULTS: Results revealed the significant improvements in sleep efficiency, sleep onset latency and wake after sleep onset in the intervention group but not in the control group. CONCLUSION: Current findings highlight the benefits of PA on enhancing sleep quality among children with ADHD.

The Effect of Physical Activity Intervention on Motor Proficiency in Children and Adolescents with ADHD: A Systematic Review and Meta-analysis.

Attention deficit hyperactivity disorder (ADHD) is a frequently diagnosed neurodevelopmental disorder in children and adolescents. The objective of this review was to synthesize empirical studies that investigated the effects of physical activity (PA) on motor proficiency in this population. A systematic review and meta-analysis were conducted following the cochrane guidelines for systematic reviews. In May 2022, a systematic search of eight electronic databases retrieved 476 results, which were screened independently by two reviewers. Based on the inclusion and exclusion criteria, 12 studies were selected for systematic review, and 10 were included in the meta-analysis. A beneficial effect of PA on overall motor proficiency (SMD = 1.12; 95% CI [0.63 to 1.61]; p < 0.05) was observed. Similar positive effects were found for motor proficiency composites, including object control, fine manual control, and body coordination. These results indicate that PA improves the motor proficiency of children and adolescents with ADHD.

Examining the interaction of different factors on pointing precision when using handheld laser pointers.

OBJECTIVE: Laser pointers are common teaching tools used during lessons. The pointing precision may influence the teaching effectiveness. In this study, we examined the effect of four external factors, namely aiming distance, target size, light condition and colour of the laser beam on the pointing precision. RESULTS: Thirty participants (15 males and 15 females; age = 23.2 ± 4.3) were asked to aim at the target black circles with different sizes (diameters = 4 mm, 8 mm, 12 mm and 16 mm) from five various distances (2 m, 4 m, 6 m, 8 m and 10 m) at two brightness conditions (i.e., bright and dark) using two different coloured laser pointers (red and green). Three aiming parameters, namely number of hits, duration per hit and pointing precision were measured. Results showed that the aiming parameters were the highest with the aiming distance of 2 m and the use of green laser pointer towards larger target sizes regardless of the environmental brightness. Among all factors, aiming distance was the most important external factor that could influence pointing precision.

A validation study of the use of smartphones and wrist-worn ActiGraphs to measure physical activity at different levels of intensity and step rates in older people.

BACKGROUND: Physical activity promotes healthy ageing in older people. Accurate measurement of physical activity in free-living environment is important in evaluating physical activity interventions. RESEARCH QUESTION: What is the criterion validity of 1)an ActiGraph to identify physical activity at different intensity levels and 2)an ActiGraph and a smartphone to measure step rate? METHODS: Community-dwelling older people aged≥60 were recruited. The index tests were using ActiGraph worn in different positions (i.e.,both wrists and hip) to measure physical activity intensity and step rate and using smartphone (i.e., Samsung J2 pro and Google Fit) worn in different positions (i.e.,trousers pocket and waist pouch) to measure the step rate. The reference standards were using indirect calorimetry (i.e.,CosMedK4b 2) to measure physical activity intensity and using direct observation for step rate. Subjects were exposed in different physical activity intensity levels (i.e.,sedentary:MET < 1.5,light: MET = 1.5-2.99, moderate:MET = 3.0-6.0, vigorous:MET>6) and step rates through walking on a treadmill at different speeds (i.e.,2-8 km) for approximately 30 min. Spearman's rho, ROC analysis, and percentage error were employed to report the criterion validity. RESULTS: 31 participants completed the tests. ActiGraphs worn in different body positions could significantly differentiate physical activity intensity at the levels of "light- or-above" (VM cut-off = 279.5-1959.1,AUC = 0.932-0.954), "moderate-or-above" (VM cut- off = 1051.0-4212.9,AUC = 0.918-0.932), and "vigorous" (VM cut-off = 3335.4-5093.0, AUC = 0.890-0.907) well with different cut-off points identified. The step rate measured by direct observation correlated significantly with ActiGraph and smartphone (rho = 0.415-0.791). Both ActiGraph and smartphone at different positions generally underestimated the step rate (%error= -20.5,-30.3). SIGNIFICANCE: A wrist-worn ActiGraph can accurately identify different physical activity intensity levels in older people, but lower cut-off points in older people should be adopted. To measure step rate, a hip-mounted ActiGraph is preferable than a wrist- worn one. A smartphone employing Google Fit generally underestimates step rate but it gives a relatively more accurate estimation of step rate when the older people walk at a speed of 4-8 km/h.

Examining the impact of physical activity on sleep quality and executive functions in children with autism spectrum disorder: A randomized controlled trial.

Sleep disturbance and executive dysfunction have been widely reported in children with autism spectrum disorder. While the positive impacts of physical activity on sleep quality and cognition are documented in children with typical development, similar studies in children with autism spectrum disorder are scarce. The objective of this study was to examine the impact of physical activity on sleep quality and cognition in children with autism spectrum disorder. A total of 40 children diagnosed with autism spectrum disorder (mean age = 9.95 years) were randomly assigned into two groups: physical activity intervention and control. Four sleep parameters (sleep efficiency, sleep onset latency, sleep duration, and wake after sleep onset) and two executive functions (inhibition control and working memory) were assessed. Results revealed a significant improvement in sleep efficiency, sleep onset latency, and sleep duration in the intervention group but not in the control group during weekdays. Moreover, a significant improvement in inhibitory control was shown in the intervention group but not in the control group. No significant improvement in working memory capacity was documented in either group (ps > 0.05). Our findings highlight the value of physical activity in improving sleep quality and cognition among children with autism spectrum disorder, but specific physical activity may be required to benefit individual executive functions.

Examining the cognitive demands of analogy instructions compared to explicit instructions.

PURPOSE: In many learning domains, instructions are presented explicitly despite high cognitive demands associated with their processing. This study examined cognitive demands imposed on working memory by different types of instruction to speak with maximum pitch variation: visual analogy, verbal analogy and explicit verbal instruction. METHOD: Forty participants were asked to memorise a set of 16 visual and verbal stimuli while reading aloud a Cantonese paragraph with maximum pitch variation. Instructions about how to achieve maximum pitch variation were presented via visual analogy, verbal analogy, explicit rules or no instruction. Pitch variation was assessed off-line, using standard deviation of fundamental frequency. Immediately after reading, participants recalled as many stimuli as possible. RESULT: Analogy instructions resulted in significantly increased pitch variation compared to explicit instructions or no instructions. Explicit instructions resulted in poorest recall of stimuli. Visual analogy instructions resulted in significantly poorer recall of visual stimuli than verbal stimuli. CONCLUSION: The findings suggest that non-propositional instructions presented via analogy may be less cognitively demanding than instructions that are presented explicitly. Processing analogy instructions that are presented as a visual representation is likely to load primarily visuospatial components of working memory rather than phonological components. The findings are discussed with reference to speech therapy and human cognition.