The Effects of Functional Power Training in Children With Attention Deficit Hyperactivity Disorder
Condition: Attention Deficit Hyperactivity Disorder; Child Mental Disorder
MeSH terms: Hyperkinesis; Attention Deficit Disorder with Hyperactivity; Mental Disorders; Neurodevelopmental Disorders
Study type: Interventional

Summary: 
      This study is aimed to investigate the effectiveness of functional power training on
      attention, gross and fine motor skill, participation and quality of life in children with
      attention deficit hyperactivity disorder (ADHD) by comparing traditional strength training
      and their healthy peers. In the literature, there are limited studies that investigate the
      effect of power exercise in children with ADHD. But there is no randomized controlled trial
      include power exercises which is designed to the National Strength and Conditioning
      Association (NSCA) criteria and investigate the effects on attention, gross and fine motor
      skill, participation and quality of life in children with ADHD. This study hypothesizes that
      power exercises could improve attention, gross and fine motor skill, participation, and
      quality of life better than traditional strength training in children with ADHD.
    

Detailed description: 
      Attention Deficit Hyperactivity Disorder is a neurodevelopmental disorder characterized by
      inattention, impulsivity, and hyperactivity. These core symptoms cause poor gross and fine
      motor skills. Recent critical review results suggest that motor performance not only consists
      of motor response activation. It also includes mental representation of activity, attention,
      memory, makes decisions, and control over preponderant responses. These findings support that
      ADHD symptoms could affect motor performance negatively. DSM-V (The Diagnostic and
      Statistical Manual of Mental Disorders, Fifth Edition) also specifies the relationship
      between ADHD symptoms and poor motor performance. DSM-V pointed out motor difficulties that
      occur in ADHD are caused by inattention and impulsivity rather than neurological origin. In
      the literature, Tseng et al. investigated ADHD symptom's negative effect on motor performance
      in 42 school-aged children with ADHD. Tseng et al.'s study was shown that inattention and
      impulsivity were determinative symptoms for motor difficulties. Because of the ADHD's
      symptoms' effect on the motor skill, children with ADHD have poor fine manual control, manual
      coordination, body coordination, strength, and agility when they are compared with health
      peers.

      These motor difficulties affect the academic, social, and daily life of children with ADHD.
      They have many restrictions on participation of daily living activities, school, social and
      sport activities and have decreased quality of life scores. It is considered that these
      symptoms of ADHD related to catecholamine systems. Jeyanthi et al. suggest that exercises
      both directly and indirectly affects catecholamine systems. In the literature, there are many
      studies that was included different exercise interventions involving children with ADHD. Many
      of the studies were shown that exercise had positive effects on ADHD symptoms. However, there
      is not enough information about the type, duration, intensity, and frequency of appropriate
      exercises. Power exercises can be an appropriate approach given the previously reported
      problems in children with ADHD. This type of exercise shown positive effects on the other
      populations (CP). The aim of the study is to investigate the effect of power exercises on
      children with ADHD by comparing these effects with traditional strength training and their
      healthy peers.
    

Intervention name(s): traditional strength training; Power training
Intervention type(s): Other; Other
Intervention description(s): traditional strength training (running, jumping forward over a barrier with one leg and two legs, heel-rise, push up and ball throw with load, bench press, and flexion-abduction-external rotation pattern with theraband). Participation in the traditional strength training group will complete these exercises with a load and without time limitations and speed.; progressive functional strength training protocol (running, jumping forward over a barrier with one leg and two legs, heel-rise, push up and ball throw with load, bench press, and flexion-abduction-external rotation pattern with theraband)
Allocation: Randomized
Intervention model: Parallel Assignment
Masking: Single (Outcomes Assessor)
Primary purpose: Treatment
Keywords: attention deficit; hyperactivity disorder; power; strength; training