Effect of curriculum-based physical education program on perceived motor competence and out-of-school healthy behaviors in adolescents with attention-deficit/hyperactivity disorder and typically developing adolescents

  1. Villa-De Gregorio, Miguel 2
  2. Barriopedro Moro, María I. 1
  3. Palomo Nieto, Miriam 2
  4. Ruiz Pérez, Luis M. 1
  1. 1 Faculty of Physical Activity and Sports Sciences, Polytechnic University of Madrid
  2. 2 Faculty of Education, University Complutense of Madrid
Revista:
Acta Gymnica

ISSN: 2336-4912,  2336-4920

Año de publicación: 2023

Volumen: 53

Tipo: Artículo

DOI: 10.5507/AG.2023.015 GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Acta Gymnica

Objetivos de desarrollo sostenible

Resumen

Background: The high presence of adolescent schoolchildren with attention-deficit/hyperactivity disorder (ADHD) is increasingly evident in physical education (PE) classes. Objective: The aim of this study was to analyze the effect of a 12-week curriculum-based PE program on perceived motor competence, and out-of-school healthy behaviors in a group of 13 adolescent schoolchildren withADHD (9 boys and 4 girls, 15 years old), compared to a group of 13 typically developing schoolchildren of the same age (9 boys and4 girls, 15 years old). Methods: The Spanish version of eight items to assess perceived motor competence from the AchievementMotivation for Learning in Physical Education Test, and the Spanish version of the Health Behavior in Schoolchildren Inventory wereapplied. The 12-week curriculum-based PE lessons, consisted of different curricular contents based on Decree 48/2015 from theCommunity of Madrid (Spain) such as fitness, athletics, basketball, foot orienteering, badminton, and gymnastics. All the instrumentswere applied before and after the 12-week PE lessons, to both groups of adolescent schoolchildren. Results: The results showed thatthe adolescent schoolchildren with ADHD, before and after the PE program, obtained significantly lower values than their typicallydeveloping peers, in perceived motor competence, and out-of-school healthy behaviors. However, after 12 weeks of PE lessons, therewas only a significant increase in perceived motor competence among typically developing children, and there was no significant dif-ference in both groups, for out-of-school healthy behaviors. Conclusions: At the end of this study, it can be concluded that the effectof curriculum-based PE program was not significant in children with ADHD on their perceived motor competence and out-of-schoolhealthy behavior either.

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