Physical activity (PA) benefits children's cognition, in particular executive functions (EF). Children with Attention Deficit Hyperactivity Disorder (ADHD), Reading Difficulties (RD) and co-occurring ADHD/RD have low levels of PA and difficulties with EF. This study evaluated a PA programme to determine recruitment, attrition, feasibility (e.g. in-school or after-school hours), intensity of PA during the programme and effect sizes. Outcomes evaluated were EF, academic attainment and social and emotional behaviour. Sixty-nine children (35 males) aged 7–13 years participated in a delayed control design. The sample comprised 15 children with RD, 15 with high levels of ADHD symptoms, 15 with co-occurring RD and ADHD symptoms and 24 typically developing children. Thirty-one of the participants took part in a 12 week PA intervention designed to enhance cognition and 38 acted as a control group. The control group subsequently received the intervention and data was combined for analysis. The study was successful in recruiting participants for the intervention; more success was observed for in-school than after-school hours. Participants spent 46% (SD = 14) of the intervention in Moderate-to-Vigorous intensity PA (MVPA). A significant effect of time-point (pre- vs. post-intervention) was found for inhibition and visuospatial working memory (η² = 0.11 and 0.18 respectively). There was no interaction with symptomatology though; all groups had higher scores on EF tasks after the intervention. It is possible to recruit and retain participants with ADHD symptoms and reading difficulties to a school-based PA programme and adherence to measurements was good. Taking part in the programme may improve inhibition and visuospatial working memory and reduce symptomatology suggesting this is a potential source of remediation which should be explored.

中文翻译：

---

对患有多动症症状和阅读困难的儿童进行试点体育活动干预的评估

体力活动 (PA) 有益于儿童的认知，特别是执行功能 (EF)。患有注意力缺陷多动障碍 (ADHD)、阅读困难 (RD) 和同时发生 ADHD/RD 的儿童 PA 水平较低，EF 困难。本研究评估了 PA 计划，以确定招募、人员流失、可行性（例如校内或放学后时间）、计划期间 PA 的强度以及效果大小。评估的结果包括 EF、学业成绩以及社交和情感行为。 69 名 7-13 岁的儿童（35 名男性）参与了延迟对照设计。样本包括 15 名患有 RD 的儿童、15 名患有严重 ADHD 症状的儿童、15 名同时出现 RD 和 ADHD 症状的儿童以及 24 名正常发育的儿童。其中 31 名参与者参加了为期 12 周的 PA 干预，旨在增强认知能力，38 名参与者作为对照组。对照组随后接受干预，并合并数据进行分析。该研究成功招募了干预参与者；在校内时间比放学后时间更成功。参与者将 46% (SD = 14) 的干预时间花在中度至高强度 PA (MVPA) 上。发现时间点（干预前与干预后）对抑制和视觉空间工作记忆有显着影响（η ² 分别 = 0.11 和 0.18）。但与症状学没有相互作用；干预后，所有组在 EF 任务上的得分都较高。可以招募并留住患有 ADHD 症状和阅读困难的参与者参加基于学校的 PA 计划，并且对测量的遵守情况良好。参加该计划可能会改善抑制和视觉空间工作记忆并减少症状，表明这是应该探索的潜在补救措施。