The relationship between physical activity and cognition and its application to children with autism spectrum disorder
Document Type
Book Chapter
Publisher
Cambridge Scholars Publishing
Faculty
Faculty of Health, Engineering and Science
School
Office of Associate Dean - Teaching and Learning (CHS) / Lifespan Resilience Research Group
RAS ID
16161
Abstract
Physical activity has been identified as providing a positive contribution toward physiological and psychological health and well-being. Emerging research suggests a robust association between physical activity and cognition. Alongside this development, various studies on children with autism spectrum disorder (ASD) have also suggested the possibility of using physical activity as a therapeutic intervention to improve cognitive performance and reduce the intensity of negative behavioural aspects of the disorder. This review focuses on the effects of physical activity on ASD children and the non-clinical population, and considers whether physical activity affects these populations differently. In addition, the aetiology of ASD and the mechanisms underlying the therapeutic effects of physical activity are discussed.
Comments
Tan, W. Z., Cohen, L. , & Pooley, J. (2013). The Relationship between physical activity and cognition and its application to children with autism spectrum disorder. In C. Speelman (Eds.). Enhancing human performance (pp. 22-43). Newcastle upon Tyne, England: Cambridge Scholars Publishing. Original book available here