The Effects of Functional Power Training in Children With Attention Deficit Hyperactivity Disorder

Study Results

Results pending

The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.

Basic Information

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Recruitment Status

COMPLETED

Clinical Phase

NA

Total Enrollment

61 participants

Study Classification

INTERVENTIONAL

Study Start Date

2021-12-01

Study Completion Date

2022-06-15

Brief Summary

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This study is aimed to investigate the effectiveness of functional power training on attention, gross and fine motor skill, participation and quality of life in children with attention deficit hyperactivity disorder (ADHD) by comparing traditional strength training and their healthy peers. In the literature, there are limited studies that investigate the effect of power exercise in children with ADHD. But there is no randomized controlled trial include power exercises which is designed to the National Strength and Conditioning Association (NSCA) criteria and investigate the effects on attention, gross and fine motor skill, participation and quality of life in children with ADHD. This study hypothesizes that power exercises could improve attention, gross and fine motor skill, participation, and quality of life better than traditional strength training in children with ADHD.

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Detailed Description

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Attention Deficit Hyperactivity Disorder is a neurodevelopmental disorder characterized by inattention, impulsivity, and hyperactivity. These core symptoms cause poor gross and fine motor skills. Recent critical review results suggest that motor performance not only consists of motor response activation. It also includes mental representation of activity, attention, memory, makes decisions, and control over preponderant responses. These findings support that ADHD symptoms could affect motor performance negatively. DSM-V (The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition) also specifies the relationship between ADHD symptoms and poor motor performance. DSM-V pointed out motor difficulties that occur in ADHD are caused by inattention and impulsivity rather than neurological origin. In the literature, Tseng et al. investigated ADHD symptom's negative effect on motor performance in 42 school-aged children with ADHD. Tseng et al.'s study was shown that inattention and impulsivity were determinative symptoms for motor difficulties. Because of the ADHD's symptoms' effect on the motor skill, children with ADHD have poor fine manual control, manual coordination, body coordination, strength, and agility when they are compared with health peers.

These motor difficulties affect the academic, social, and daily life of children with ADHD. They have many restrictions on participation of daily living activities, school, social and sport activities and have decreased quality of life scores. It is considered that these symptoms of ADHD related to catecholamine systems. Jeyanthi et al. suggest that exercises both directly and indirectly affects catecholamine systems. In the literature, there are many studies that was included different exercise interventions involving children with ADHD. Many of the studies were shown that exercise had positive effects on ADHD symptoms. However, there is not enough information about the type, duration, intensity, and frequency of appropriate exercises. Power exercises can be an appropriate approach given the previously reported problems in children with ADHD. This type of exercise shown positive effects on the other populations (CP). The aim of the study is to investigate the effect of power exercises on children with ADHD by comparing these effects with traditional strength training and their healthy peers.

Conditions

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Attention Deficit Hyperactivity Disorder Child Mental Disorder

Study Design

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Allocation Method

RANDOMIZED

Intervention Model

PARALLEL

Primary Study Purpose

TREATMENT

Blinding Strategy

SINGLE

Outcome Assessors

Single

Study Groups

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Traditional strength training group

traditional strength training (running, jumping forward over a barrier with one leg and two legs, heel-rise, push up and ball throw with load, bench press, and flexion-abduction-external rotation pattern with theraband)

Group Type ACTIVE_COMPARATOR

traditional strength training

Intervention Type OTHER

traditional strength training (running, jumping forward over a barrier with one leg and two legs, heel-rise, push up and ball throw with load, bench press, and flexion-abduction-external rotation pattern with theraband). Participation in the traditional strength training group will complete these exercises with a load and without time limitations and speed.

Power Training group

progressive functional strength training protocol (running, jumping forward over a barrier with one leg and two legs, heel-rise, push up and ball throw with load, bench press, and flexion-abduction-external rotation pattern with theraband)

Group Type EXPERIMENTAL

Power training

Intervention Type OTHER

progressive functional strength training protocol (running, jumping forward over a barrier with one leg and two legs, heel-rise, push up and ball throw with load, bench press, and flexion-abduction-external rotation pattern with theraband)

Control group

no intervention Typically developing children

Group Type NO_INTERVENTION

No interventions assigned to this group

Interventions

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traditional strength training

traditional strength training (running, jumping forward over a barrier with one leg and two legs, heel-rise, push up and ball throw with load, bench press, and flexion-abduction-external rotation pattern with theraband). Participation in the traditional strength training group will complete these exercises with a load and without time limitations and speed.

Intervention Type OTHER

Power training

progressive functional strength training protocol (running, jumping forward over a barrier with one leg and two legs, heel-rise, push up and ball throw with load, bench press, and flexion-abduction-external rotation pattern with theraband)

Intervention Type OTHER

Eligibility Criteria

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Inclusion Criteria

* • age between 6 years and 12 years;

* Diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) by a child and adolescent health psychiatrist, regardless of subtype, according to DSM-V criteria
* Have cognitive ability to follow instructions for assessment measures and exercise intervention

* Healthy children aged 6-12 years old
* Children without a psychiatric and neurological diagnosis

Exclusion Criteria

* • Children have any other psychiatric diagnosis like autism spectrum disorder, psychotic symptoms, depression, etc.

* Children have any neurological or orthopedic disorders like head injury, cerebral palsy, epileptic seizure, visual and speech disorder.

* Children got medical treatment for a neuropsychiatric disorder
* Children whose parents or themselves refused to participate

Minimum Eligible Age

6 Years

Maximum Eligible Age

12 Years

Eligible Sex

ALL

Accepts Healthy Volunteers

Yes