Most people are
aware that there are obvious benefits to physical activity for kids in middle
childhood in general, such as, lower risk for obesity, learning cooperation and
how to be fair with their friends, social engagement with peers, works on their
muscles and coordination, etc., but for children with developmental disorders, such
as ADHD and ASD, physical activity can play an even bigger role.
Attention-deficit/hyperactivity
disorder (ADHD), a disorder marked by inability to focus, impulsivity, and
hyperactivity, is common amongst school-age children. Treatment options for
ADHD are very frequently discussed because medication is often expensive and
the long-term effects of it are sometimes questioned; therefore, parents are
often looking for cheaper, but still efficient alternatives. So far, ADHD
cannot be fully cured but the point of treatment is to reduce symptoms so the
children can function more attentively and less disruptively in school,
extra-curricular activities and with peers.
Research has shown
that performance of physical activity for certain increments of time (usually
20 minutes) has helped preadolescent children with ADHD to exhibit better
inhibitory control, making them less disruptive and impulsive, which, in turn,
helps them display better academic performance. Parents who are against
medication may find this research compelling because physical activity is a
more natural, less expensive, and less risky approach to helping preadolescent
kids with ADHD function better cognitively and behaviorally. These parents may
also be pleased because ADHD is known for hindering learning but these recent
studies have shown that after doing the physical activity, the children are
less likely to act out in school and instead are more attentive and willing to
learn. Additionally, the physical activity may have a more progressive effect
than medication on the long-term symptoms of ADHD. In one study with a physical
activity group (that had the children do schoolwork, then do some sort of
exercise for a bit, and then back to schoolwork, and so on) and a control group
(that had children perform no physical activity and just do schoolwork straight
through), the physical activity group displayed improvements in information
processing, attentiveness, and cognition as opposed to the control group.
Autism spectrum
disorder (ASD), characterized by
impairments in social skills and communication, very specific and focused
interests, and repetitive and unusual behaviors, is another developmental
disorder that raises questions in regards to treatment. Just as with ADHD, the
treatment for ASD looks to reduce symptoms and improve areas that are lacking
due to developmental deficiencies in children with ASD. In recent studies,
physical activity done repeatedly in “doses” – like medication would be – usually between 15-20 minutes proved to have a
significant, positive impact on social and motor skills, academic performance
and listening to instruction, and the child’s self-confidence and willingness
to engage in athletics and other social opportunities. Additionally seen in the
conclusions from the studies is reduction in ASD stereotypical, antisocial, and
distracted behaviors.
A problem, more with the education system than the children themselves,
is that physical activity during school is limited. And not only is it limited,
but it’s also seen as a privilege, a reward. Preadolescent kids who act up in
class or do not do their work often get recess or outside playtime taken away.
Children with developmental disorders often have more trouble learning than
others their age; therefore, may need additional, one-on-one time with a
teacher/instructor for extra help. This time is very often taken from their
recess, which minimizes time for physical activity and socialization.
Overall, the research in these studies showed that increased physical
activity would be incredibly beneficial for school-age children with
developmental disorders. More research should be done on this topic to discover
if it would be reasonable to generalize about these recent studies’ findings on
how physical activity can attenuate some of the hindering symptoms of ADHD and
ASD. Also, it could become a more holistic, safe, and efficient alternative to
pharmaceutical treatment options, which could please many parents. School
systems should then take the research into consideration when planning out
school days and how to incorporate more exercise in the daily routines of
children in middle childhood – especially those children with developmental disorders
– because physical activity is for some reason neglected during the school day
when it should not be because it has so many obvious benefits.
Pontifex, M. B.,
Fine, J. G., da Cruz, K., Parks, A. C., & Smith, A. L. (2014). VI. The Role
of Physical Activity in Reducing Barriers to Learning in Children with
Developmental Disorders. Monographs of The Society for Research in Child Development, 79(4), 93-118.
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