ArticleJournal of exercise science and fitness2024
Effectiveness of a game-based high-intensity interval training on executive function and other health indicators of children with ADHD: A three-arm partially-blinded randomized controlled trial.
Article in Journal of exercise science and fitness, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers, 2 of them syntheses that pooled it.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
7 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- The effects of high-intensity interval training on executive function in children and adolescents: a systematic review and meta-analysis.Frontiers in psychology · 2026Pooled it
- Effect of vigorous-intensity exercise on the working memory and inhibitory control among children with attention deficit hyperactivity disorder: a systematic review and meta-analysis.Italian journal of pediatrics · 2025Pooled it
- High-Intensity Virtual Reality Exergaming for Adolescents With Attention-Deficit/Hyperactivity Disorder: Protocol for a Randomized Clinical Trial.JMIR research protocols · 2026Article
- Effects of Different Physical Activity Approaches on Executive Functions in Primary School Children with ADHD: A Scoping Review with Methodological Reflections.Behavioral sciences (Basel, Switzerland) · 2026Review
- Effects of aerobic exercise on executive function in children and adolescents with attention deficit hyperactivity disorder: a systematic review and meta-analysis of randomized controlled trials.BMC sports science, medicine & rehabilitation · 2025Article
- Scientific rationale and practical realities of the 140-160 bpm national standard in Chinese school physical education for primary and middle school students.Frontiers in public health · 2025Article
- The etiology of attention deficit disorder with hyperactivity: A protocol for an umbrella review.PloS one · 2025Article
Corrections and comments
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Authors and funding
11 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Children with ADHD demand for effective intervention with minimum side effect to improve executive function (EF) and health well-being. Method: This study used a three-arm partially-blinded randomized controlled trial to test the effects of two different kinds of 8-week game-based training programs (game-based HIIT program, GameHIIT; and game-based structured aerobic exercise program, GameSAE) on EF and other health indicators of children with ADHD, which was compared with a non-treatment control group. Results: A total of 49 children with ADHD completed the program. Analyses of EF tests and parental survey indicated that (i) there is no significant intragroup difference among all measures between pre-/post-intervention tests for two game-based intervention groups. The only significant intergroup difference was observed in self-monitor score of parent-reported child's EF between GameSAE group and the control (large effect). Similarly, cerebral hemodynamic responses also found no significant group effect for all EF tests. However, the time effects were observed in several channels in the GameHIIT group in two EF tests (Color Words Stroop Test and Tower of London Test). No significant change of participants' overall ADHD symptoms was found in the pre-/post-tests for three groups. Nonetheless, further analyses revealed that both of two game-based training programs exhibited the significant positive effects on child's PA levels and the large effects on levels of physical fitness, when they were compared to the control. Conclusion: By this study, a significant enhancement in physical fitness and PA levels were found in both game-based PA interventions when they were compared with control group. However, the effectiveness of game-based PA interventions on improving EF or reducing ADHD symptoms remains unclear. This implies that a larger intervention dosage or a tailored intervention design may be warranted to improve the EF of children with ADHD.
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