Effect of physical exercise in real‐world settings on executive function of atypical children: A systematic review and meta‐analysis

Abstract Background Impaired executive function is a core symptom of cognitive impairment in atypical children. The purpose of this systematic review and meta‐analysis is to explore the effectiveness of interventions for exercise in real‐life settings on executive function in atypical children. Methods This study searched the CNKI, Wan‐Fang, VIP, WOS, PubMed, Scopus and EBSCO databases. Two researchers independently selected articles, extracted data and assessed the risk of bias for the included studies. Exercise activities were categorized into open and closed skills based on the unpredictability of the environmental context and into sequential and continuous skills based on the complexity of the movement structure. Based on these two classifications, motor skills were categorized into open‐sequential (e.g. basketball), open‐continuous (e.g. obstacle running), closed‐sequential (e.g. martial arts) and closed‐continuous (e.g. swimming) skills. The SPSS 25.0 and Stata 16.0 software were used for statistical analysis. Results A total of 19 articles (23 studies) were included in the systematic review and meta‐analysis. The participants were 990 atypical children with neurodevelopmental disorders. Physical exercise in real‐world settings had significant intervention effects on inhibitory control ( SMD = −0.592, P = 0.033), working memory ( SMD = −0.473, P = 0.034) and cognitive flexibility ( SMD = −0.793, P = 0.014) in atypical children. Quantitative intervention characteristics and motor skill types moderated the effect of exercise on promoting executive function in atypical children. Overall, exercise for 30–50 min, three to seven times a week for less than 10 weeks is effective in improving executive function in atypical children. Open skills and sequential skills have a positive intervention effect on more dimensions of executive function in atypical children. Conclusions Physical exercise in real‐world settings has a positive intervention effect on executive function in atypical children. We should design interventions based on the personality traits of the subject and the type of exercise they are interested in to better promote improved executive function in atypical children.