Effect of monitored cooperative HIIT on attention, concentration, memory, linguistic reasoning and mathematical calculation in ADHD youth

Sara Suarez-Manzano *, Alberto Ruiz-Ariza **, Manuel J. De La Torre-Cruz *** and Emilio J. Martínez-López ****

(*) Facultad de Humanidades y Ciencias de la Educación (D-2), Jaén, Spain
(**) Research group HUM943 Laboratory, Department of Didactic of Musical, Plastic and Body Expression, University of Jaén
(***) MSc, Facultad de Humanidades y Ciencias de la Educación (D-2), Jaén, Spain
(****) PhD, Research group HUM943 Laboratory, Department of Psychology, University of Jaén, Faculty of Humanities and Education Sciences (D-2), Jaén, Spain

The objective was to analyse the acute effect of 16 minutes of monitored coop- erative high-intensity interval training (monitored C-HIIT) on cognition of ADHD youth. Twenty one ADHD youths performed two conditions: non C-HIIT and C- HIIT. The order of the conditions was randomised and counterbalanced. Attention- concentration was measured with the d2 test, and memory, linguistic reasoning and mathematical calculation with ad hoc tests. C-HIIT had an acute effect on attention (p=0.003), decreasing the number of omissions (p=0.003) and mistakes (p=0.005), and increasing the concentration (p<0.001). C-HIIT also promoted the improve- ment of linguistic reasoning (p=0.033) in ADHD youth. Monitored C-HIIT should be performed to improve immediate attention and concentration, as well as the lin- guistic reasoning in ADHD youth. It is suggested that educational programmes are promoted, starting with short-duration monitored C-HIIT, and to motivate children to take active part in physical exercise programmes with cooperative dynamic and vigorous intensity.

Keywords: Cognitive performance, Cooperative physical activity, High-inten- sity interval training, Hyperactivity, Teenager


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