Abstract: Objective To explore the effect of exercise intervention on motor skills in children with attention deficit hyperactivity disorder (ADHD), in order to provide theoretical reference for exercise intervention of ADHD. Methods Literature on the effects of exercise interventions on motor skills in ADHD children was searched in five databases from January 2002 to September 2022, including PubMed, Web of Science, Cochrane Library, China Knowledge Base and Wanfang Database. Reviewer Manager 5.4.1 software was used for analysis, and standardized mean differences (SMD) and 95% confidence intervals (CI) were used to assess the effectiveness of exercise interventions in improving motor skills in ADHD children. A Meta-analysis was conducted using fixed or random effects models according to the heterogeneity of the studies, and subgroup analysis was performed. Results Eleven articles were eventually included in the literature. The cumulative study population was 1 190, including 602 cases in the ADHD exercise intervention group and 588 cases in the ADHD control group. Overall effect analysis showed that exercise intervention had a positive effect on the improvement of gross motor skills (SMD=1.04, 95%CI: 0.53 - 1.54, P<0.05) and fine motor skills (SMD=0.48, 95% CI: 0.24 - 0.71, P<0.05) in children with ADHD. Subgroup analysis showed that open motor skill-based and closed motor skill-based motor interventions had positive effects on children's gross motor skills (SMD=0.55, 1.68, 95% CI: 0.08 - 1.02, 0.76 - 2.60, both P<0.05) and fine motor skills (SMD=0.46, 0.54, 95% CI: 0.21 - 0.71, 0.15 - 0.93, both P<0.05). The gross motor skills and fine motor skills in children with total motor interventions ≥720 min improved better than those of the control group (SMD=0.88, 0.67, 95%CI: 0.59 - 1.17, 0.38 - 0.95, both P<0.05), while those with total motor interventions ＜720 min only improved gross motor skills better than the control group (SMD=1.24, 95%CI: 0.40 - 2.08, P<0.05). Conclusions Exercise can improve the development of motor skills in ADHD children. Different total intervention amount of exercise, frequency and duration have a varied influence on the improvement of both gross motor skills and fine motor skills in ADHD children.

Key words: attention deficit hyperactivity disorder, children, motor skill, exercise intervention, Meta-analysis

摘要： 目的 探讨运动干预对注意缺陷多动障碍(ADHD)患儿动作技能的影响,以期为ADHD患儿的运动干预提供理论依据。方法 检索2002年1月—2022年9月PubMed、Web of Science、Cochrane Library、中国知网、万方数据库共5个数据库中有关运动干预对ADHD患儿动作技能影响的文献。采用Reviewer Manager 5.4.1软件进行分析,采用标准化均数差(SMD)和95%置信区间(CI)来评估运动干预对改善ADHD患儿动作技能的有效性。根据研究的异质性,采用固定效应或随机效应模型进行Meta分析,并进行亚组分析。结果 最终纳入11篇文献。累计研究对象1 190名,其中ADHD运动干预组602例,ADHD对照组588例。整体效应分析显示,运动干预对ADHD患儿粗大动作技能(SMD=1.04,95%CI:0.53~1.54,P＜0.05)及精细动作技能(SMD=0.48,95%CI:0.24~0.71,P＜0.05)有积极影响。亚组分析显示,开式动作技能为主和闭式动作技能为主的运动干预对患儿粗大动作技能(SMD=0.55、1.68,95%CI:0.08~1.02、0.76~2.60,P＜0.05)和精细动作技能(SMD=0.46、0.54,95%CI:0.21~0.71、0.15~0.93,P＜0.05)的提高均优于对照组;运动干预总量超过720min的运动干预对患儿粗大动作技能和精细动作技能的提高均优于对照组(SMD=0.88、0.67,95%CI:0.59~1.17、0.38~0.95,P＜0.05),运动干预总量小于720min的运动干预仅对患儿粗大动作技能的提高优于对照组(SMD=1.24,95%CI: 0.40~2.08, P<0.05)。结论 运动干预可促进ADHD患儿动作技能的发展,不同总量、频率和单次时长的干预方案对ADHD患儿的粗大和精细动作技能的影响不同。

关键词: 注意缺陷多动障碍, 儿童, 动作技能, 运动干预, Meta分析