Physical exercise is widely reported to be beneficial to executive functions (EFs) in children with autism spectrum disorder (ASD). However, the impact of physical exercise on self-regulation (SR) in this population remains unknown. Moreover, very few studies have been done to examine the mechanism(s) that underlie the exercise-EF and exercise-SR relationships. The purposes of the present study were to test whether two types of physical exercise (cognitively engaging vs. non-cognitively engaging) benefited SR, and if the social, emotional and physical needs of an individual mediated the exercise-EF and exercise-SR relationships. Children diagnosed with ASD were randomly assigned into one of three groups: learning to ride a bicycle (n = 23), stationary cycling (n = 19) or an active control with walking (n = 22). Two EFs (flexibility and inhibition), SR and the mediating roles of perceived social support, enjoyment, stress, physical self-efficacy and perceived physical fitness were assessed.
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Change of cognitive flexibility
Timeframe: The outcome measure was conducted day 1 before intervention and within 30 minutes after intervention.
Change of inhibition
Timeframe: The outcome measure was assessed day 1 before intervention and within 30 minutes after intervention.
Perceived social support
Timeframe: The outcome measure was conducted immediately after 5th intervention (day 5).
Enjoyment
Timeframe: The outcome measure was conducted immediately after 5th intervention (day 5).
Stress level
Timeframe: The outcome measure was conducted immediately after 5th intervention (day 5).
Physical self-efficacy
Timeframe: The outcome measure was conducted immediately after 5th intervention (day 5).
Perceived physical fitness
Timeframe: The outcome measure was conducted immediately after 5th intervention (day 5).