Social Preferences for Learning in Physical Education among Secondary Students with Attention Deficit/Hyperactivity Disorder (ADHD).

  1. Villa-de Gregorio, Miguel 1
  2. Ruiz Pérez, Luis Miguel 2
  3. Barriopedro Moro, María Isabel 2
  1. 1 Departamento de Didáctica de las Lenguas, Artes y Educación Física. Facultad de Educación-Centro de Formación del Profesorado. Universidad Complutense de Madrid (UCM).
  2. 2 Departamento de Ciencias Sociales de la Actividad Física, del Deporte y del Ocio. Facultad de Ciencias de la Actividad Física y del Deporte-INEF-Madrid. Universidad Politécnica de Madrid
Journal:
RICYDE. Revista Internacional de Ciencias del Deporte

ISSN: 1885-3137

Year of publication: 2022

Issue Title: Abril

Volume: 18

Issue: 68

Pages: 113-126

Type: Article

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More publications in: RICYDE. Revista Internacional de Ciencias del Deporte

Abstract

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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