Jerusalem Post
ByWALLA! HEALTH
Research: The short activity that helps children with attention disorders focus
A new study found that 20 minutes a day of physical activity helped children with attention disorders concentrate on school tasks. And the best part – the effect lasted even into the next day.
A new study suggests: Even a short period of physical activity – only about 20 minutes – may improve important cognitive functions in children with Attention Deficit Hyperactivity Disorder (ADHD), positively affecting their behavior in class, and even the following day.
Attention deficit is the most common developmental diagnosis among children worldwide. It is estimated that about 8% of children aged 3–12 and about 6% of adolescents aged 12–18 deal with various attention difficulties.
For many of them, school is a daily challenge – with difficulties in concentration, classroom behavior, persistence, and academic performance. A new study conducted by researchers at the University of Nottingham Trent in the UK shows how physical activity can be a simple and effective tool to help.
“The study illustrates the impact of physical activity on attention disorders, improving executive functions (response inhibition, memory, and visual perception). The lasting effect is a new and significant finding,” explains Dr. Shirley Hershko, a senior attention specialist in Israel. “It points to a longer-term physiological change, probably through the release of dopamine and norepinephrine in the brain. The activity itself (play stations combining movement and mental effort) is suitable for brains that require dynamism rather than boredom, and allows immediate
implementation in schools.”
What did the study look like?
The study described an experiment with 27 children aged 9–11 with attention disorders, who went through two conditions: A single 30-minute session of physical activity in a play station format requiring mental effort (for example: Coordination exercises with a basketball), versus a control condition where they only sat in class without activity.
In each condition, the children performed three computer tests: Before the activity, immediately after, and the following morning, as well as during control periods without activity, assessing response inhibition, short-term memory, and visual perception.
The main finding was that children with attention disorders performed all three tests better after physical activity compared to a day without activity. These children responded more accurately, but slightly more slowly, interpreted as reduced impulsivity: Fewer hasty responses and more precision. Another advantage found was that the positive effect of the afternoon activity persisted into the following morning, highlighted as a new and important observation, showing the effect does not disappear immediately.
“The researchers emphasize that the activity was short, simple, and feasible for teachers to implement in school, and additional studies show that other movement games and about 20-minute endurance activities can improve attention, impulsivity control, and cognitive flexibility in children with attention disorders,” emphasizes Dr. Hershko.
Although this is a small study and the researchers stress the need for further studies, the results are encouraging. The key takeaway: Long or especially strenuous training is not required. Short, simple, and even playful activity that teachers can incorporate during the school day may be sufficient.
So how much is “enough”? According to current cumulative evidence: About 20 minutes of endurance activity can already provide significant cognitive improvement for children with ADHD. However, there is also a challenge: Children with ADHD are about 21% less likely to meet daily physical activity recommendations compared to their peers. Among the barriers: Low motivation, lack of self-confidence, and difficulty with emotional regulation in busy environments.
