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McClain, ZáNean; Pitchford, E. Andrew; Webster, E. Kipling; Schenkelberg, Michaela A.; Pawlowski, Jill

doi:10.1123/apaq.2017-0166

Cited by 1 publication

(1 citation statement)

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“…Moreover, even though methylphenidate is the first strategy to treat ADHD (Mahon et al, 2012), treatments based on physical activity have recently emerged (Bowling et al, 2017;Silvia et al, 2015;Suárez-Manzano et al, 2018). Likewise, recent studies have shown that children with ADHD who performed structured and curricular exercise in PE classes, were associated with an improvement in processing speed, working memory, planning and problem solving (Chang, 2012;Chuang et al, 2015;McClain et al, 2018). These benefits allow children with ADHD to improve their adaptation to norms, social skills, self-esteem, care, and feelings of support that are significantly related to the improvement of their participation and social preferences for learning in PE classes (Gapin et al, 2015;Harvey and Reid, 2005;Jensen and Kenny, 2004).…”

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confidence: 99%

Social Preferences for Learning in Physical Education among Secondary Students with Attention Deficit/Hyperactivity Disorder (ADHD). [Preferencias Sociales de Aprendizaje en Educación Física entre Estudiantes de Secundaria con Trastorno por Déficit de Atención/Hiperactividad (TDAH)].

Gregorio¹,

Pérez²,

Moro³

2022

Rev. int. cienc. deporte

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This study examined the effect of a 12-weeks curriculum-based PE (Physical Education) program on social preferences for learning in PE in Spanish secondary students with attention deficit/hyperactivity disorder (ADHD) and typical development (TD). The sample consisted of 13 students with ADHD (9 boys and 4 girls, aged 15 years) and 13 students (9 boys and 4 girls, aged 15 years) without attentional problems (TD). Before (pretest) and after (postest) the PE program, all participants completed the Graupera/Ruiz Scale of Social Interaction Preferences in PE Learning (GR-SIPPEL) which analyzes four learning preference dimensions: cooperation, competition, fellowship, and individualism. After the PE program, the ADHD students showed an increase in their cooperation, competition, and individualism scores. They did not show a significant increase in the fellowship dimension. A curriculum-based PE program could influence the social preferences for learning in PE by being an excellent way to promote their relationships with other classmates.

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