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| Effects of exercise intervention on brain executive function of attention-deficit/hyperactivity disorder children |
| CHAO Yutong, ZHANG Gong |
| School of Psychology, Inner Mongolia Normal University; Psychological Education Research Center of Inner Mongolia University Humanities and Social Sciences Key Research Base; Inner Mongolia Autonomous Region Psychology Key Laboratory, Hohhot 010020, Inner Mongolia Autonomous Region, China |
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Abstract Attention-deficit/hyperactivity disorder (ADHD) is a common psychological and behavioral disorder in childhood, which is clinically manifested by inattention, short attention time, hyperactivity, and impulsivity that are not commensurate with age and development level. ADHD children are often accompanied by executive function impairment, which has a negative impact on many aspects of ADHD children's life, leading ADHD children to face many challenges in a series of fields such as learning life, social interaction, and emotional regulation. As a means of effective intervention for children with ADHD, exercise intervention can have a positive effect on the executive function of children with ADHD. Compared with traditional drug intervention, exercise intervention has no side effects and is easier to be implemented than behavioral intervention. At present, many studies have proved that exercise can improve the executive function of children with ADHD. Exercise can cause many physiological changes in the human body, such as the rise of cerebral blood flow, the secretion of catecholamine neurotransmitters, and the increase of the concentration of brain-derived trophic factor, which can further promote changes in individual brain structure, make changes in the functional network and activation mode of executive function-related brain regions, and improve executive function and related symptoms.
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