Purpose Executive dysfunction has been widely reported in children with autism spectrum disorder (ASD). While studies have clearly documented the cognitive benefits of physical exercise on cognition in children, similar studies in children with ASD are scarce. The purpose of this study was to compare the impact of cognitively engaging exercise and non-cognitively engaging exercise on executive function in children with ASD. Methods Sixty-two children diagnosed with ASD (50 males and 12 females, Mage = 9.89±1.53 yr, Mheight = 1.43 ± 0.15 m, and Mweight = 44.69 ± 11.96kg) were randomly assigned into three groups: learning to ride a bicycle (n = 22), stationary cycling (n = 20) and control (n = 20). Four executive function components (planning, working memory, flexibility and inhibition) were assessed. Results Results revealed significant improvements in all executive function components in the learning to ride a bicycle group (ps <.05 but not in the other two groups after controlling for age and iq. conclusion our findings highlight value of cognitive engagement exercise programs designed to improve cognition children with asd. corresponding author detail: dr. andy c.y. tse rm d4-2 block d4 lo ping road tai po n.t. hong kong. tel: email: andytcy authors declare that results study are presented clearly honestly without fabrication falsification or inappropriate data manipulation presentation result does constitute endorsement by acsm. declared no potential conflicts interest respect research authorship publication this article. work described paper was supported a grant from grants council kong special administrative region china no. eduhk accepted publication: january american college sports medicine>
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