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Background <p>Children with attention deficit/hyperactivity disorder and comorbid developmental dyslexia (ADHD + DD) demonstrate both core symptoms of ADHD and pronounced reading difficulties, which further compromise executive function (EF). This study compared the effects of open-versus closed-skill exercises (OSE vs. CSE) on EF in children with ADHD + DD.</p> Methods <p>Thirty children (6.9–8.5 years) with ADHD + DD were randomly assigned to OSE (<i>n</i> = 15) or CSE (<i>n</i> = 15) training, with 15 typically developing (TD) children receiving CSE. All completed 12-week, thrice-weekly, moderate-to-high intensity (&gt; 60% VO₂ max) sessions. OSE performed table tennis; CSE did track-and-field. EF was assessed with SCWT, CFT, and TMT; visual perception used DTVP-3. Data were analyzed by two-way repeated-measures ANOVA, with ANCOVA used to adjust baseline differences.</p> Results <p>Compared with TD peers, ADHD + DD children exhibited impairments in inhibitory control (including Stroop A/B/C/D RT, Stroop B/D error count, and word interference time), all working memory indices, cognitive flexibility (digit-alphabet linking time), and all visual perception measures (all <i>p</i> &lt; 0.05). After intervention the outcomes revealed significant Group × Time differences in EF, including inhibitory control (Stroop B/D RT, word interference time), working memory (delayed detail and structural memory), and cognitive flexibility (digit–alphabet linking time) (<i>p</i> &lt; 0.05). Post-hoc tests confirmed that OSE yielded significantly greater improvements than CSE. For secondary visual perception outcomes, all measures showed significant Group × Time interactions (all <i>p</i> &lt; 0.05). Further adjusted analyses demonstrated that OSE outperformed CSE significantly in visual-motor integration (VMI), copying ability, motor-reduced visual perception (MRP), form consistency, and general visual perception (GVP) (all <i>p</i> &lt; 0.05).</p> Conclusions <p>OSE (table tennis training) has superior efficacy in improving EF and visual perception in children with ADHD + DD compared with CSE (track-and-field training), providing preliminary empirical evidence for a feasible non-pharmacological intervention strategy for this population.</p>

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Comparative effectiveness of 12-week open- and closed-skill exercises on executive function in children with ADHD and developmental dyslexia: a randomized controlled trial

  • 期刊论文

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  • 发表日期：

    2026年6月15日

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  • Tianshen Quan,
  • Jiefeng Ye,
  • Qian Yu,
  • Feilong Zhu,
  • Lin Zhang

摘要

Background

Children with attention deficit/hyperactivity disorder and comorbid developmental dyslexia (ADHD + DD) demonstrate both core symptoms of ADHD and pronounced reading difficulties, which further compromise executive function (EF). This study compared the effects of open-versus closed-skill exercises (OSE vs. CSE) on EF in children with ADHD + DD.

Methods

Thirty children (6.9–8.5 years) with ADHD + DD were randomly assigned to OSE (n = 15) or CSE (n = 15) training, with 15 typically developing (TD) children receiving CSE. All completed 12-week, thrice-weekly, moderate-to-high intensity (> 60% VO₂ max) sessions. OSE performed table tennis; CSE did track-and-field. EF was assessed with SCWT, CFT, and TMT; visual perception used DTVP-3. Data were analyzed by two-way repeated-measures ANOVA, with ANCOVA used to adjust baseline differences.

Results

Compared with TD peers, ADHD + DD children exhibited impairments in inhibitory control (including Stroop A/B/C/D RT, Stroop B/D error count, and word interference time), all working memory indices, cognitive flexibility (digit-alphabet linking time), and all visual perception measures (all p < 0.05). After intervention the outcomes revealed significant Group × Time differences in EF, including inhibitory control (Stroop B/D RT, word interference time), working memory (delayed detail and structural memory), and cognitive flexibility (digit–alphabet linking time) (p < 0.05). Post-hoc tests confirmed that OSE yielded significantly greater improvements than CSE. For secondary visual perception outcomes, all measures showed significant Group × Time interactions (all p < 0.05). Further adjusted analyses demonstrated that OSE outperformed CSE significantly in visual-motor integration (VMI), copying ability, motor-reduced visual perception (MRP), form consistency, and general visual perception (GVP) (all p < 0.05).

Conclusions

OSE (table tennis training) has superior efficacy in improving EF and visual perception in children with ADHD + DD compared with CSE (track-and-field training), providing preliminary empirical evidence for a feasible non-pharmacological intervention strategy for this population.