Examining the Exercise-Executive Functions Relation in Children With Autism (68164)
Session: On Demand
Room: Virtual Video Presentation
Presentation Type:Virtual Poster Presentation
Physical exercise is widely reported to be beneficial to executive functions (EFs) in children with autism. However, the impact of physical exercise on self regulation (SR) remains unknown. Moreover, very few studies have been done to examine the mechanism that underlies the exercise-EF and exercise -SR relations. The purpose of this study is to examine whether the two types of physical exercise (cognitively engaging vs non-cognitively engaging) benefit EFs through SR in children with autism. Sixty-four children diagnosed with ASD (52 males and 12 females, Mage = 10.00±1.40 yr, Mheight = 1.39 ± 0.11 m, and Mweight = 39.65 ± 8.86kg) were randomly assigned into one of three groups: learning to ride a bicycle (n = 23), stationary cycling (n = 19) or an active control with walking (n = 22). Two executive functions (EFs) -flexibility and inhibition and the mediating role of self-regulation (SR) were assessed. Participants in the learning to ride a bicycle group significantly improved their EFs (ps <.01). Mediation analyses showed that SR partially mediated the exercise-EF relationship (p <.05). Cognitively engaging exercise may positively influence EFs in children with ASD in part through improving their self-regulation
Authors:
Choi Yeung Andy Tse, Education University of Hong Kong, Hong Kong
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