Impact of cognitively engaging physical activity on developing executive function of children with disabilities and typically developing children: A systematic review

This systematic review addresses the following research question: What is the impact of cognitively engaging physical activity on developing executive function of children with disabilities and typically developing children? According to the classification system and framework of the International classification of functioning, disability and health: children & youth version (ICF-CY), the intervention strategies and functional outcomes of cognitively engaging physical activity (CEPA) on the executive functions of children with disabilities and typically developing children under 13 years old were analyzed and coded to explore the intervention effect of CEPA on the executive functions of children with disabilities and typically developing children. The PEDro scale was used to evaluate the methodological quality of the included literature. Fourteen studies demonstrated positive effects of CEPA intervention on at least 1 component of executive function. Presented studies examined the intervention effect of CEPA on inhibitory control, but the results were inconsistent. The PEDro scale scores of the included literature ranged from 7 to 10 points, with an average of 8.3 points, and the overall quality was good. The results of some of the studies showed that CEPA intervention had a positive effect on cognitive flexibility. Only one study found a decrease in cognitive flexibility after a single CEPA intervention.