The impacts of physical activity intervention on physical and cognitive outcomes in children with autism spectrum disorder
Abstract
This study examined the effects of a 12-week physical activity intervention on the motor skill proficiency and executive function of 22 boys (aged 9.08 ± 1.75 years) with autism spectrum disorder. In Phase I of the 12 weeks, 11 boys with autism spectrum disorder (Group A) received the intervention, whereas the other 11 boys with autism spectrum disorder (Group B) did not (true control, no intervention). The arrangement was reversed in Phase II, which lasted an additional 12 weeks. The Bruininks–Oseretsky Test of Motor Proficiency, Second Edition, and the Wisconsin Card Sorting Test were conducted three times for each participant (Group A, primary grouping: baseline (T1), post-assessment (T2), and follow-up assessment (T3); Group B, control grouping: T1−T2; intervention condition, T2−T3). The main findings were that both groups of children with autism spectrum disorder significantly exhibited improvements in motor skill proficiency (the total motor composite and two motor-area composites) and executive function (three indices of the Wisconsin Card Sorting Test) after 12 weeks of physical activity intervention. In addition, the effectiveness appeared to have been sustained for at least 12 weeks in Group A. The findings provide supporting evidence that physical activity interventions involving table tennis training may be a viable therapeutic option for treating children with autism spectrum disorder.
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Pan et al. [56] found the intervention had a significant (p < 0.01), positive effect on three indices of the executive functioning test compared to the control condition: total correct, conceptual level response, and preservative response.
“However, the intervention had a significant (p < 0.01), positive effect on three indices of the executive functioning test compared to the control condition, namely, total correct, conceptual level response, and preservative response.”
From The Effects of Physical Activity on Academic Performance in School-Aged Children: A Systematic Review (2023) · cites this paper as [56]
Pan et al. [56] reported an insignificant (p > 0.5) main effect of group and time on all indices of the executive functioning test.
“The study reported mixed results; an insignificant (p > 0.5) main effect of group and time on all indices of the executive functioning test was reported.”
From The Effects of Physical Activity on Academic Performance in School-Aged Children: A Systematic Review (2023) · cites this paper as [56]
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- Authors
- Pan, C.-Y., Chu, C.-H., Tsai, C.-L., Sung, M.-C., Huang, C.-Y., & Ma, W.-Y.
- Affiliations
- National Kaohsiung Normal University (TW)
- National Cheng Kung University (TW)
- Corresponding author
- Pan, Chien-Yu
- Venue
- Autism
- Publisher
- SAGE Publications
- Published
- 2016-07-09
- Volume
- 21
- Issue
- 2
- Pages
- 190-202
- ISSN
- 1362-3613 (ISSN-L)
- 1461-7005
- OpenAlex
- W2317407615
- Cited by
- 275
- References
- 50
- Citations by year
- 2026: 34 · 2025: 41 · 2024: 39 · 2023: 37 · 2022: 33 · 2021: 26 · 2020: 24 · 2019: 22 · 2018: 12 · 2017: 6 · 2016: 1
- FWCI
- 8.70
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Autism (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Social Sciences › Psychology › Developmental and Educational Psychology › Children's Physical and Motor Development
- Health Sciences › Medicine › Physiology › Physical Activity and Health
- Keywords
- autism spectrum disorder, physical activity interventions, motor skill proficiency, executive function, table tennis training, children, cognitive outcomes, sustained intervention effects
- MeSH terms
- Autism Spectrum Disorder, Child, Exercise Therapy, Humans, Male, Motor Skills, Exercise, Treatment Outcome, Cross-Over Studies, Executive Function
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