Asociación de la fuerza muscular con atención, comportamiento hiperactivo-desatento, cálculo matemáti-co y razonamiento lingüístico en escolares diagnosticados TDAH

  1. Sara Suárez Manzano
  2. Alba Rusillo Magdaleno
  3. Jose Luis Solas Martínez
  4. Loureiro, Vania Brandão
Revista:
Retos: nuevas tendencias en educación física, deporte y recreación

ISSN: 1579-1726,  1988-2041

Año de publicación: 2023

Número: 47

Páginas: 753-760

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Retos: nuevas tendencias en educación física, deporte y recreación

Resumen

El objetivo del presente estudio fue analizar la posible asociación de la fuerza muscular de tren inferior, abdominal y manual con la atención, el comportamiento hiperactivo-desatento en el aula, el cálculo matemático y el razonamiento lingüístico en niños y niñas diagnosticados con Trastorno del Déficit de Atención e Hiperactividad (TDAH). La muestra estaba formada por 94 estudiantes TDAH (50 niñas y 44 niños, 53% y 47% respectivamente) de 9.48 ± 2.10 años. La atención se midió con el test d2, para el comportamiento hiperactivo-impulsivo en el aula se utilizó la prueba EDAH y para evaluar el cálculo matemático y razonamiento lingüístico se emplearon dos test ad hoc. Los resultados han mostrado que en niños existe una asociación negativa entre el nivel de fuerza abdominal y manual con la presencia de comportamiento hiperactivo-desatento en el aula (p=.001 y p=.009, respectivamente). En niñas, una mayor fuerza de tren inferior se asoció con mayores niveles de atención (p=.042) y la fuerza manual se relacionó positivamente el razonamiento lingüístico (p=.019). Se concluye que una mayor fuerza muscular se asocia con una mejor cognición y comportamiento hiperactivo-impulsivo en el aula en escolares diagnosticados con TDAH, independientemente de su edad e IMC. Se recomienda implementar programas de actividad física dirigidos a mejorar la fuerza muscular ya que podría beneficiar el proceso de aprendizaje en estudiantes diagnosticados con TDAH.

Referencias bibliográficas

  • Álvarez-Bueno, C., Hillman, C.H., Cavero-Redondo, I., Sánchez-López, M., Pozuelo-Carrascosa, D.P., & Martínez-Vizcaíno, V. (2020). Aerobic fitness and academic achievement: A systematic review and meta-analysis. Journal of sports sciences, 38(5), 582-589. https://doi.org/10.1080/02640414.2020.1720496
  • American Psychiatric Association (2014). Diagnostic and Statistical Manual of Mental Disorders (DSM-5®). American Psychia-tric Pub.
  • Bermejo-Cantarero, A., Álvarez-Bueno, C., Martínez-Vizcaino, V., Redondo-Tébar, A., Pozuelo-Carrascosa, D.P., & Sánchez-López, M. (2021). Relationship between both cardiorespiratory and muscular fitness and health-related quality of life in children and adolescents: A systematic review and meta-analysis of observational studies. Health and quality of life outcomes, 19(1), 1-15. http://dx.doi.org/10.4172/2161-0487.1000222
  • Bock, J., Breuer, S., Poeggel, G., & Braun, K. (2017). Early life stress induces attention-deficit hyperactivity disorder (ADHD)-like behavioral and brain metabolic dysfunctions: functional imaging of methylphenidate treatment in a novel rodent model. Brain Structure and Function, 222(2), 765-780. https://doi.org/10.1007/s00429-016-1244-7
  • Canals, J., Morale, P., Roigé, J., Voltas, N., & Hernández, C. (2020). Prevalence and Epidemiological Characteristics of ADHD in Pre-School and School Age Children in the Province of Tarragona, Spain. Journal of Attention Disorders, 25(13), 1818–1833. https://doi.org/10.1177/1087054720938866
  • Carrel, A.L., Clark, R.R., Peterson, S.E., Nemeth, B.A., Sullivan, J., & Allen, D.B. (2005). Improvement of fitness, body composition, and insulin sensitivity in overweight children in a school-based exercise program: a randomized, controlled study. Archives of pediatrics & adolescent medicine, 159(10), 963-968. https://doi.org/10.1001/archpedi.159.10.963
  • Catalá-López, F., Hutton, B., Núñez-Beltrán, A., Page, M.J., Ridao, M., Macías Saint-Gerons, D., Catalá M.A., Tabarés-Seisdedos, R. & Moher, D. (2017). The pharmacological and non-pharmacological treatment of attention deficit hyper-activity disorder in children and adolescents: a systematic review with network meta-analyses of randomised trials. PloS one, 12(7). https://doi.org/10.1371/journal.pone.0180355
  • Cerrillo-Urbina, A.J., García-Hermoso, A., Martínez-Vizcaíno, V., Pardo-Guijarro, M.J., Ruiz-Hermosa, A., & Sánchez-López, M. (2018). Prevalence of probable attention-deficit/hyperactivity disorder symptoms: result from a Spanish sample of children. BMC pediatrics, 18(1), 111. https://doi.org/10.1186/s12887-018-1083-1
  • Chakroun, K., Mathar, D., Wiehler, A., Ganzer, F., & Peters, J. (2020). Dopaminergic modulation of the explora-tion/exploitation trade-off in human decision-making. Elife, 9. https://doi.org/10.7554/eLife.51260
  • Cortese, S., Sabé, M., Chen, C., Perroud, N., & Solmi, M. (2022). Half a century of research on attention-deficit/hyperactivity disorder: A scientometric study. Neuroscience & Biobehavioral Reviews, 104769. https://doi.org/10.1016/j.neubiorev.2022.104769
  • Dimitri, P., Joshi, K., & Jones, N. (2020). Moving more: physical activity and its positive effects on long term conditions in children and young people. Archives of disease in childhood, 105(11), 1035-1040. http://dx.doi.org/10.1136/archdischild-2019-318017
  • Donnelly, J.E., Hillman, C.H., Castelli, D., Etnier, J.L., Lee, S., Tomporowski, P., Lambourne, K. & Szabo-Reed, A.N. (2016). Physical activity, fitness, cognitive function, and academic achievement in children: a systematic review. Medi-cine and science in sports and exercise, 48(6), 1197-1222. https://doi.org/10.1249/MSS.0000000000000901
  • El-Sayes, J., Harasym, D., Turco, C.V., Locke, M.B., & Nelson, A.J. (2019). Exercise-induced neuroplasticity: a mecha-nistic model and prospects for promoting plasticity. The Neuroscientist, 25(1), 65-85. https://doi.org/10.1177/1073858418771538
  • Farré, A. & Narbona, J. (2013). EDAH. Escalas para la evaluación del trastorno por déficit de atención con hiperactividad (séptima edición revisada). Madrid: TEA
  • Harpin, V., Mazzone, L., Raynaud, J.P., Kahle, J., & Hodgkins, P. (2016). Long-term outcomes of ADHD: a systematic review of self-esteem and social function. Journal of attention disorders, 20(4), 295-305. https://doi.org/10.1177/1087054713486516
  • Hung, C.L., Chang, Y.K., Chan, Y.S., Shih, C.H., Huang, C.J., & Hung, T.M. (2013). Motor ability and inhibitory pro-cesses in children with ADHD: a neuroelectric study. Journal of Sport and Exercise Psychology, 35(3), 322-328. https://doi.org/10.1123/jsep.35.3.322
  • Janssen, A., Leahy, A.A., Diallo, T.M., Smith, J.J., Kennedy, S.G., Eather, N., Mavilidi, M.F., Wagemakers, A., Babic, M.J. & Lubans, D.R. (2020). Cardiorespiratory fitness, muscular fitness and mental health in older adolescents: a multi-level cross-sectional analysis. Preventive medicine, 132. https://doi.org/10.1016/j.ypmed.2020.105985
  • Kapoor, V., Ferri, R., Stein, M.A., Ruth, C., Reed, J., & DelRosso, L.M. (2021). Restless sleep disorder in children with attention-deficit/hyperactivity disorder. Journal of Clinical Sleep Medicine, 17(4), 639-643. https://doi.org/10.5664/jcsm.8984
  • Lulic, T., El-Sayes, J., Fassett, H.J., & Nelson, A.J. (2017). Physical activity levels determine exercise-induced changes in brain excitability. PLoS One, 12(3). https://doi.org/10.1371/journal.pone.0173672
  • Martínez-López, E.J., Hita-Contreras, F., Moral-García, J.E., Grao-Cruces, A., Ruiz, J.R., Redecillas-Peiró, M.T., & Martínez-Amat, A. (2015). Association of low weekly physical activity and sedentary lifestyle with self-perceived health, pain, and well-being in a Spanish teenage population. Science & Sports, 30(6), 342-351. https://doi.org/10.1016/j.scispo.2015.04.007
  • Meeusen, R., & De Meirleir, K. (1995). Exercise and brain neurotransmission. Sports Medicine, 20(3), 160-188. https://doi.org/10.2165/00007256-199520030-00004
  • Ortega, F.B., Ruiz, J.R., Castillo, M.J., & Sjöström, M. (2008). Physical fitness in childhood and adolescence: a powerful marker of health. International journal of obesity, 32(1), 1-11. https://doi.org/10.1038/sj.ijo.0803774
  • Padulo, J., Bragazzi, N.L., De Giorgio, A., Grgantov, Z., Prato, S., & Ardigò, L.P. (2019). The effect of physical activity on cognitive performance in an Italian elementary school: Insights from a pilot study using structural equation modeling. Frontiers in physiology, 10, 202. https://doi.org/10.3389/fphys.2019.00202
  • Polanczyk, G.V, Salum, G.A., Sugaya, L.S., Caye, A., & Rohde, L.A. (2015). Annual Research Review: A meta‐analysis of the worldwide prevalence of mental disorders in children and adolescents. Journal of Child Psychology and Psychiatry, 56(3), 345–365. https://doi.org/10.1111/ jcpp.12381
  • Ruiz-Ariza, A., Casuso, R.A., Suárez-Manzano, S., & Martínez-López, E.J. (2018). Effect of augmented reality game Pokèmon GO on cognitive performance and emotional intelligence in adolescent young. Computers & Education, 116, 49–63. https://doi.org/10.1016/j.compedu.2017.09.002
  • Ruiz-Ariza, A., Grao-Cruces, A., de Loureiro, N.E.M., & Martinez-Lopez, E.J. (2015). Influence of physical fitness on cognitive and academic performance in adolescents: A systematic review from 2005–2015. International Review of Sport and Exercise Psychology, 10(1), 108-133. https://doi.org/10.1080/1750984X.2016.1184699
  • Ruiz, J.R., España, V., Castro, J., Artero, E.G., Ortega, F.B., Cuenca, M., Jiménez, D., Chillón, P., Girela, M.J., Mora, J., Gutiérrez, A., Suni, J., Sjöstrom, M. & Castillo, M.J. (2011). Batería ALPHA-Fitness: test de campo para la evalua-ción de la condición física relacionada con la salud en niños y adolescentes. Nutrición Hospitalaria, 26(6), 1210-1214.
  • Santana, C.C.A., Azevedo, L.B., Cattuzzo, M.T., Hill, J.O., Andrade, L.P., & Prado, W.L. (2017). Physical fitness and academic performance in youth: A systematic review. Scandinavian Journal of Medicine & Science in Sports, 27(6), 579-603. https://doi.org/10.1111/sms.12773
  • Sayal, K., Prasad, V., Daley, D., Ford, T., & Coghill, D. (2018). ADHD in children and young people: prevalence, care pathways, and service provision. The Lancet Psychiatry, 5(2), 175–186. https://doi.org/10.1016/s2215-0366(17)30167-0.
  • Seisdedos, N. (2012). Adaptación española D2, test de atención de Brickenkamp (4ª Edición revisada). Madrid: TEA Ediciones.
  • Silva, L. A. D., Doyenart, R., Henrique Salvan, P., Rodrigues, W., Felipe Lopes, J., Gomes, K., ... & Silveira, P. C. (2020). Swimming training improves mental health parameters, cognition and motor coordination in children with At-tention Deficit Hyperactivity Disorder. International journal of environmental health research, 30(5), 584-592. https://doi.org/10.1080/09603123.2019.1612041
  • Stillman, C.M., Esteban-Cornejo, I., Brown, B., Bender, C.M., & Erickson, K.I. (2020). Effects of exercise on brain and cognition across age groups and health states. Trends in neurosciences, 43(7), 533-543. https://doi.org/10.1016/j.tins.2020.04.010
  • Suárez-Manzano, S., Ruiz-Ariza, A., De La Torre-Cruz, M.J, & Martínez-López, E.J. (2018a). Acute and chronic effect of physical activity on cognition and behaviour in young people with ADHD: A systematic review of intervention studies. Research in developmental disabilities, 77, 12-23. https://doi.org/10.1016/j.ridd.2018.03.015
  • Suárez-Manzano, S., Ruiz-Ariza, A., de la Torre-Cruz, M.J., & Martínez-López, E.J. (2018b). Effect of monitored cooper-ative HIIT on attention, concentration, memory, linguistic reasoning and mathematical calculation in ADHD youth. In-ternational Journal of Sport Psychology, 49(6), 531-551.
  • Sullivan, R.A., Kuzel, A.H., Vaandering, M.E., & Chen, W. (2017). The association of physical activity and academic behavior: a systematic review. Journal of school health, 87(5), 388-398. https://doi.org/10.1111/josh.12502
  • Tsai, Y.J., Huang, C.J., Hung, C.L., Kao, S.C., Lin, C.F., Hsieh, S.S., & Hung, T.M. (2020). Muscular fitness, motor competence, and processing speed in preschool children. European Journal of Developmental Psychology, 17(3), 415-431. https://doi.org/10.1080/17405629.2019.1661835
  • Welsch, L., Alliott, O., Kelly, P., Fawkner, S., Booth, J., & Niven, A. (2021). The effect of physical activity interventions on executive functions in children with ADHD: a systematic review and meta-analysis. Mental Health and Physical Activi-ty, 20, 100379. https://doi.org/10.1016/j.mhpa.2020.100379
  • World Health Organitation (2019). International stadistical classification of diseases and related health problems (11th ed.). https://icd.who.int/
  • Zeng, N., Ayyub, M., Sun, H., Wen, X., Xiang, P., & Gao, Z. (2017). Effects of physical activity on motor skills and cog-nitive development in early childhood: a systematic review. BioMed research international, 1, 1-13. https://doi.org/10.1155/2017/2760716
  • Zhang, T., Lu, G., & Wu, X.Y. (2020). Associations between physical activity, sedentary behaviour and self-rated health among the general population of children and adolescents: a systematic review and meta-analysis. BMC public health, 20(1), 1-16. https://doi.org/10.1371/journal.pone.0237725
Fuente de los datos: Dialnet