Author(s): ELSNER, S., OSTER, A., ASCHERMANN, E., FRÄNKEL, S., GROßSCHEDL, J., Institution: INSTITUTE FOR BIOLOGY EDUCATION, Country: GERMANY, Abstract-ID: 1972

Introduction
There is overwhelming consensus that physical exercise has the potential to facilitate cognitive functioning via neuro-modulatory factors, in the long-term [1] and acutely [2]. These effects are particularly relevant to groups with impaired cognitive functioning such as children diagnosed with AD(H)D, a neurodevelopmental disorder with atypical symptoms of inattention, impulsivity and hyperkinetic behaviour [3]. Experimental studies reveal cognitive improvements following endurance training in children diagnosed with AD(H)D [4] [5] [6]. As an alternative to potentially monotonous movement patterns in endurance training, we investigated effects of strength- and flexibility-based physical exercise on attentional and emotional parameters in this study.

Methods
A total of 24 children (7 to 12 years old) participated in this study. Thirteen children took medication regularly and either refrained from taking them on the day of testing or testing was scheduled to reduce effects of medication. In a within-subjects study design, each child completed three sessions (strength-based exercise vs. flexibility-based exercise vs. inactive control session) in a randomised order with one week in between sessions. Before and after the 30-minute training, children performed an adapted flanker task [7]. Self-reports [8] and parents’ observations of emotional responses (‘pleasure’, ‘arousal’) were captured. Nonparametric tests for repeated measured were applied.

Results
We observed no effects of physical exercise on attention via the inverse efficiency score (IES)* in congruent trials; χ2(2) = 1.41, p = .494 and incongruent trials; χ2(2) = 3,85, p = 0.146. Children reported an immediate increase in ‘pleasure’ after inactivity; χ2(2) = -2.46, p = .014 and an immediate increase in ‘arousal’ after strength-based training; χ2(2) = -1.98, p = .048. Parents reported a prolonged increase in ‘pleasure’ after strength-based training χ2(2) = 2.19, p = .029 and a prolonged decrease in ‘arousal’ after inactivity; χ2(2) = -2.54, p = .011.

* IES allows a combined assessment of reaction time and accuracy

Discussion
No effects of strength- and flexibility-based training on attentional parameters in children diagnosed with AD(H)D were evident. However, emotional states were altered as reported by children and observed by their parents. We assume that effects of strength- and flexibility-based exercise on attentional parameters are inferior to those of endurance training. We propose long-term effects on attentional parameters via emotional states instead of acute effects. Initially apparent discrepancies between children’s self-reports and parents’ observations will be explained.

References
[1] Audiffren & André, 2019
[2] Tomporowski, 2003
[3] Schlottke et al., 2019
[4] Chuang et al., 2015
[5] Pontifex et al., 2013
[6] Piepmeier et al., 2015
[7] Ludyga et. 2017
[8] Bradley & Lang, 1994