Effectiveness of structured exercises on motor skills, physical fitness and attention in children with ADHD compared to typically developing children-A pilot study

The Meaning of Physical Education Practice in Students with Attention-Deficit Hyperactivity Disorder (ADHD)

Purpose: This study seeks to describe the perspective of students with attention-deficit hyperactivity disorder (ADHD) and physical education (PE) teachers concerning physical activity practice in high school. Methods: A qualitative descriptive study based on an interpretative framework was conducted with secondary school students with ADHD, and their teachers of physical education. In-depth interviews and researchers' field notes were used to collect the data. Purposive sampling and inductive thematic analysis were applied. Results: Results show that ADHD is not experienced as limiting the practice of PA and PE by students, except in motor activities that require concentration such as tactical games. On the contrary, PA and PE helps them feel better. Teachers have not had to make extensive methodological modifications in their teaching styles with students with ADHD in relation to other situations or incidents. Conclusions: Students with ADHD do not seem to show significant difficulties in PE lessons or in the practice of extracurricular PA. PE teachers do not need to make significant adaptations with these students.

The Effect of Physical Activity Intervention on Motor Proficiency in Children and Adolescents with ADHD: A Systematic Review and Meta-analysis

Attention deficit hyperactivity disorder (ADHD) is a frequently diagnosed neurodevelopmental disorder in children and adolescents. The objective of this review was to synthesize empirical studies that investigated the effects of physical activity (PA) on motor proficiency in this population. A systematic review and meta-analysis were conducted following the cochrane guidelines for systematic reviews. In May 2022, a systematic search of eight electronic databases retrieved 476 results, which were screened independently by two reviewers. Based on the inclusion and exclusion criteria, 12 studies were selected for systematic review, and 10 were included in the meta-analysis. A beneficial effect of PA on overall motor proficiency (SMD = 1.12; 95% CI [0.63 to 1.61]; p < 0.05) was observed. Similar positive effects were found for motor proficiency composites, including object control, fine manual control, and body coordination. These results indicate that PA improves the motor proficiency of children and adolescents with ADHD.