Compare the effects of treadmill training or vibration training in children with ADHD
The aim of Turkish scientists was to compare the effects of treadmill training (TT) vs TT + whole-body vibration training (WBVT) on the attention, executive dysfunction, quality of life and severity of ADHD (attention deficit hyperactivity disorder) symptoms.
- By the end of the training programs, all traits tested had improved significantly after both TT or TT+WBVT compared to baseline, with WBVT enriching the therapeutic benefits.
- Significant differences between the TT and TT+WBVT groups in favor of TT+WBVT existed in the CTRS-R/L (a change by 22.1 points in TT+WBVT vs a change by 14.0 points in TT) and the BRIEF-Teacher (change by 45.7 points in TT+WBVT vs a change by 35.6 points in TT).
- No adverse side effects were noted during training.
Prepared on the basis of:
Comparison of the effects of treadmill and vibration training in children with attention deficit hyperactivity disorder: A randomized controlled trial. Durgut E, Orengul AC, Algun ZC. NeuroRehabilitation. 2020;47(2):121-131.
Study population
In the study 30 children (7-11 years old) with ADHD were included.
Test procedure
Patients were randomized to the following study groups: “TT” (n = 15) or “TT+WBVT” (n = 15). Both groups performed treadmill training (Dynamic Miami-C) at a 0% incline for 8 weeks (3 days/ week). Each session was 45 minutes long and consisted of 10 minutes of warming up, 25 minutes of moderate intensity walking and 10 minutes of rest. In order to determine the intensity of the exercise, the speed of the treadmill was adjusted so that the heart rate of the subjects reached 65-75% of their maximum heart rate. Heart rate was monitored with a pulse oximeter (Beuer). The TT+WBWT group performed WBVT for an additional 15 minutes after TT (see below). The subjects rested 5 minutes between TT and WBVT.
Before and after 8 weeks of training, attention was assessed using the TBAG Stroop Test form, ADHD symptoms severity and executive dysfunction were assessed using the Behavior Rating Inventory of Executive Function (BRIEF) and Conners’ Rating Scale (CRS). Also quality of life was evaluated, using the Pediatric Quality of Life Inventory.
Use of vibration in the study
The TT+WBVT group, after training on the treadmill, received vibrations in a standing position without arm support for 15 minutes on a sinusoidal vibrating plate (Crazy FIT-N: maximum speed = 20, amplitude = 0-5 mm, frequency = 50 Hz).
Results
Compared to baseline values, all tested characteristics improved significantly in both study groups at the end of the program (p < 0.05). However, significant differences between the groups existed in the improvement of CTRS-R/L (Conners’ Teacher Rating Scale-Revised/ Long Form; change by 22.13 ± 13.42 points in TT+WBVT vs change by 14.00 ± 6.03 in TT; p = 0.041) and BRIEF-Teacher (change of 45.66 ± 19.02 points in TT+WBVT vs change of 35.60 ± 12.73 in TT; p = 0.023), in favor of the TT+WBVT.
No adverse side effects were noted during training.
Comment
In the presented study, TT improved attention, ADHD symptoms, executive functions, and quality of life in children with ADHD. The addition of a short WBV workout after TT provided further improvements. The obtained results therefore suggest that exercise training including TT and WBVT can be used in the treatment of ADHD and further studies on the effectiveness of WBVT alone are needed.
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