Improving Executive Function of Children with Autism Spectrum Disorder through Cycling Skill Acquisition

Executive dysfunction has been widely reported in children with autism spectrum disorder (ASD). Although studies have clearly documented the cognitive benefits of physical exercise on cognition in children, similar studies in children with ASD are scarce. The purpose of this study was to compare the...

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Bibliographic Details
Published in:	Medicine and science in sports and exercise Vol. 53; no. 7; pp. 1417 - 1424
Main Authors:	TSE, ANDY C. Y., ANDERSON, DAVID I., LIU, VENUS H. L., TSUI, SHERRY S. L.
Format:	Journal Article
Language:	English
Published:	United States Lippincott Williams & Wilkins 01-07-2021
Subjects:	Autism Spectrum Disorder - therapy Bicycling - physiology Child Cognitive Dysfunction - therapy Executive Function - physiology Exercise - physiology Female Humans Male Memory, Short-Term - physiology
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Summary:	Executive dysfunction has been widely reported in children with autism spectrum disorder (ASD). Although studies have clearly documented the cognitive benefits of physical exercise on cognition in children, similar studies in children with ASD are scarce. The purpose of this study was to compare the effect of cognitively engaging exercise and noncognitively engaging exercise on executive function in children with ASD. Sixty-two children diagnosed with ASD (50 males and 12 females, Mage = 9.89 ± 1.53 yr, Mheight = 1.43 ± 0.15 m, and Mweight = 44.69 ± 11.96 kg) were randomly assigned into three groups: learning to ride a bicycle (n = 22), stationary cycling (n = 20), and control (n = 20). Four executive function components (planning, working memory, flexibility, and inhibition) were assessed. Results revealed significant improvements in all executive function components in the learning to ride a bicycle group (Ps < 0.05) but not in the other two groups after controlling for age and IQ. Our findings highlight the value of cognitive engagement in exercise programs designed to improve cognition in children with ASD.
Bibliography:	ObjectType-Article-2 SourceType-Scholarly Journals-1 ObjectType-Feature-1 content type line 23 ObjectType-Undefined-3
ISSN:	0195-9131 1530-0315
DOI:	10.1249/MSS.0000000000002609