Enhancing Child Development Through a Physically Active Learning Program to Mitigate the Impact of Physical Inactivity and ADHD Symptoms: A Crossover Trial

Abstract

Abstract Background A substantial number of school-aged children face developmental vulnerabilities that significantly influence their future educational paths and societal contributions. Childhood physical inactivity, particularly the failure to meet recommended activity levels, is a concern, that negatively impacts holistic child development across cognitive, physical/motor, social, affective, and language domains. Concurrently, attention deficit hyperactivity disorder (ADHD), a prevalent neurodevelopmental condition, presents concerning implications affecting all these developmental domains. Recognizing that physical activity can notably optimize the developmental trajectory of these domains, the World Health Organization underscores the need for effective physical activity interventions within school settings. Promisingly, physically active learning (PAL) programs, seamlessly blending physical activity and learning, offer potential solutions. However, their impact on holistic child development remains incompletely understood. This study sought to evaluate the effect of a PAL program on holistic child development while exploring whether a child's initial physical activity level or the presence of ADHD influenced the intervention's effectiveness. Methods Eighty-two children aged 9–11 years, distributed across four classes, underwent random assignment to a PAL program (Group 1) or a no-contact control condition (Group 2), with an eight-week duration for each group before switching conditions. Assessments occurred at baseline (T0), after the first condition (T1), and after the second condition (T2). The intervention's efficacy, along with relevant covariates, was analyzed through ANCOVA. Results The PAL program exhibited a positive association with enhanced cardiovascular fitness (VO2max) and a reduction in ADHD symptoms, notably inattention and hyperactivity-impulsivity. Conclusions PAL interventions hold promise as effective school-based strategies to enrich physical/motor and affective development while mitigating the adverse impact of physical inactivity and ADHD symptoms.