The Role of Physical Fitness in Enhancing Behavioral Regulation among Children with ADHD and Autism

Authors

Khawaja Muhammad Moosa Naik Lecturer, Department of Physical Education and Sports Sciences Government College University Lahore Author
Ghulam Qaidir MPhil Scholar, Department of Physical Education and Sports Sciences Government College University Lahore Author
Muhammad Kashif MPhil Scholar, Department of Physical Education and Sports Sciences Government College University Faisalabad Author
Sana Akbar Department of Physical Education and Sports Sciences Government College University Faisalabad Author
Asim Akbar Department of Sports Sciences and Physical Education Muslim Youth University Islamabad Author
Dr. Saddam Akbar Lecturer, Department of Physical Education and Sports Sciences Government College University Lahore Author

Physical Fitness, Behavioral Regulation, ADHD, Autism Spectrum Disorder, Exercise Intervention, Self-Regulation

The present study examined the role of physical fitness in enhancing behavioral regulation among

children with Attention-Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder

(ASD). Despite extensive research on pharmacological and behavioral interventions, limited

attention has been paid to the impact of structured physical fitness programs on self-regulation

outcomes in neurodiverse populations. A total of 60 children (30 ADHD, 30 ASD; aged 8–12

years) were recruited and randomly assigned to intervention and control groups. The intervention

group participated in an eight-week structured fitness program consisting of aerobic, strength, and

flexibility training, while the control group continued their usual routines. Pre- and post-tests

assessed aerobic fitness, muscular strength, flexibility, and behavioral regulation using

standardized protocols. Data were analyzed through descriptive statistics, two-way ANOVA,

correlation matrices, and effect size calculations. Results demonstrated significant improvements

in the intervention group across all fitness measures and behavioral regulation outcomes compared

to controls. Two-way ANOVA indicated a robust main effect of intervention on behavioral

regulation (F = 14.72, p < .001, η² = .21), with no significant diagnosis-by-condition interaction,

suggesting comparable benefits for both ADHD and ASD groups. Correlation analyses revealed

positive associations between fitness components and behavioral regulation, with aerobic fitness

showing the strongest link (r = .62, p < .01). Effect size analysis further supported the practical

significance of the findings, with large effects observed for aerobic fitness (d = 0.85) and

behavioral regulation (d = 0.91). The study underscores the effectiveness of structured physical

fitness programs as a cost-efficient, accessible, and transdiagnostic intervention for enhancing

behavioral regulation in children with ADHD and ASD. The findings highlight shared

neurocognitive pathways underlying the benefits of fitness on self-regulation, reinforcing the

integration of exercise into educational and therapeutic contexts.