cristiancolegio667@gmail.com

Lic. Ciencias de la Actividad Física Deportes y recreación

Universidad de las Fuerzas Armadas ESPE

Magister en Entrenamiento Deportivo

(Ecuador)

Reception: 06/18/2024 - Acceptance: 01/17/2025

1st Review: 11/04/2024 - 2nd Review: 01/13/2025

Accessible document. Law N° 26.653. WCAG 2.0

Suggested reference: Vásquez Pilicita, C.M. (2025). Strategies for Working with Students with ADHD in Physical Education. A Literature Review. Lecturas: Educación Física y Deportes, 29(321), 166-179. https://doi.org/10.46642/efd.v29i321.7734

 

Abstract

    Physical Education (PE) provides an essential platform for students with Attention Deficit Hyperactivity Disorder (ADHD) to develop physical, social, and cognitive skills. However, the unique characteristics of ADHD, such as inattention, hyperactivity, and impulsivity, pose challenges for PE teachers. This study aims to review effective strategies that PE teachers can employ to enhance the learning experience for students with ADHD since it is extremely important to highlight the individual cognitive, motor, and social skills of children and young people. Key strategies include the implementation of structured and predictable routines, which help reduce anxiety and increase focus. Additionally, incorporating short, varied activities can cater to the limited attention spans typical of students with ADHD, keeping them engaged and motivated. Individualized instruction is critical, utilizing clear, concise instructions and frequent positive reinforcement to encourage desired behaviors. Breaks and physical activities interspersed with teaching can help manage hyperactivity and improve concentration. The use of visual aids and hands-on demonstrations can cater to diverse learning styles and enhance understanding. Moreover, collaboration with special education professionals and regular communication with parents can provide insights into each student's needs and progress, allowing for tailored interventions. Creating a supportive and inclusive environment is paramount, fostering peer relationships and minimizing stigmatization. These strategies collectively contribute to an effective PE program that accommodates the needs of students with ADHD, promoting their physical health, social development, and academic success. Through understanding and adaptation, PE teachers can make a significant positive impact on the educational experiences of students with ADHD.

    Keywords: ADHD. Physical Education. Teachers.

 

Resumen

    La Educación Física (EF) proporciona una plataforma esencial para que los estudiantes con Trastorno por Déficit de Atención e Hiperactividad (TDAH) desarrollen habilidades físicas, sociales y cognitivas. Sin embargo, las características únicas del TDAH, como la falta de atención, la hiperactividad y la impulsividad plantean desafíos. Este estudio tiene como objetivo revisar las estrategias efectivas que los profesores de educación física pueden emplear para mejorar la experiencia de aprendizaje de los estudiantes con TDAH. Las estrategias clave incluyen la implementación de rutinas estructuradas y predecibles, que ayudan a reducir la ansiedad y aumentar la concentración. Además, la incorporación de actividades breves y variadas pueden satisfacer los limitados periodos de atención típicos de los estudiantes con TDAH. Los descansos y las actividades físicas intercaladas con la enseñanza pueden ayudar a controlar la hiperactividad y mejorar la concentración. El uso de ayudas visuales y demostraciones prácticas puede adaptarse a diversos estilos de aprendizaje y mejorar la comprensión. Adicionalmente, la colaboración con profesionales de la educación especial y la comunicación periódica con los padres pueden aportar información sobre las necesidades y los progresos de cada alumno. La creación de un entorno de apoyo e inclusivo es primordial, ya que fomenta las relaciones entre compañeros y minimiza la estigmatización. Mediante la comprensión y la adaptación, los profesores de educación física pueden tener un impacto positivo significativo en las experiencias educativas de los estudiantes con TDAH.

    Palabras clave: TDAH. Educación Física. Profesores.

 

Resumo

    A Educação Física (EF) proporciona uma plataforma essencial para que os alunos com Transtorno do Déficit de Atenção com Hiperatividade e (TDAH) desenvolvam competências físicas, sociais e cognitivas. No entanto, as características únicas da TDAH, como a falta de atenção, a hiperatividade e a impulsividade plantam desafios. Este estudo tem como objetivo rever as estratégias eficazes que os professores de educação física podem empregar para melhorar a experiência de aprendizagem dos alunos com TDAH. As estratégias chave incluem a implementação de rotinas estruturadas e predecíveis, que ajudam a reduzir a ansiedade e a aumentar a concentração. Além disso, a incorporação de atividades breves e variadas pode satisfazer os períodos limitados de atenção típicos dos estudantes com TDAH. Os descansos e as atividades físicas intercaladas com a aprendizagem podem ajudar a controlar a hiperatividade e a melhorar a concentração. A utilização de ajudas visuais e demonstrações práticas pode adaptar vários estilos de aprendizagem e melhorar a compreensão. Além disso, a colaboração com os profissionais da educação especial e a comunicação periódica com os pais podem fornecer informações sobre as necessidades e os progressos de cada antigo aluno. A criação de um ambiente de apoio e inclusivo é primordial, pois fomenta as relações entre companheiros e minimiza a estigmatização. Mediante a compreensão e a adaptação, os professores de educação física podem ter um impacto positivo significativo nas experiências educativas dos estudantes com TDAH.

    Unitermos: TDAH. Educação Física. Professores.

 

Lecturas: Educación Física y Deportes, Vol. 29, Núm. 321, Feb. (2025)

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Introduction 

 

    In the dynamic area of education, Physical Education (PE) stands as a cornerstone in nurturing the holistic development of students. However, within the diverse world of the student learning styles, there exist individuals with unique needs, one prominent group being students with Attention Deficit Hyperactivity Disorder (ADHD). As PE serves as a powerful platform for physical, social, and emotional growth, it becomes imperative for educators to equip themselves with strategies tailored to support students with ADHD effectively. In this sense, Mulligan (2001) claims that it is essential to find and apply appropriate strategies to promote and support students with ADHD.

 

    In this concern, understanding ADHD is the first step towards fostering an inclusive PE environment. ADHD is a neurodevelopmental disorder characterized by persistent patterns of inattention, hyperactivity, and impulsivity, affecting a student's ability to concentrate, regulate behavior, and engage effectively in various settings, including PE classes. The prevalence of ADHD among school-age children has surged in recent years, underscoring the urgency for educators to address the unique challenges these students encounter within the PE domain, in this regard, Murline et al. (2014) highlight the need of encouraging students inside and outside classrooms by scaffolding their performance.

 

    This research sets the stage to explore strategies that empower PE teachers to cater to the diverse needs of students with ADHD, thereby fostering an environment conducive to their physical and socio-emotional growth. By delving into evidence-based practices, practical interventions, and empathetic approaches, this discourse aims to equip educators with the tools necessary to create inclusive, supportive, and engaging PE experiences for all students.

 

    The PE classroom, with its emphasis on physical activity, teamwork, and skill development, presents a wealth of opportunities to mitigate the challenges associated with ADHD. However, it also poses unique hurdles, demanding adaptability, creativity, and patience from educators. Thus, this exploration will navigate the complexities of ADHD within the PE context, offering insights into effective instructional strategies, behavior management techniques, and collaborative approaches that promote the holistic well-being of students with ADHD.

 

    Central to this discourse is the recognition of the diverse manifestations of ADHD and the myriad ways it influences students' engagement, participation, and performance in PE. From difficulties in following instructions and maintaining focus to impulsive behaviors and social challenges, the manifestations of ADHD present multifaceted hurdles that necessitate nuanced support from educators. By embracing a holistic understanding of ADHD and its implications for PE, teachers can tailor their approaches to meet the unique needs of each student, fostering a culture of inclusivity and acceptance within the PE setting.

 

    Moreover, this exploration will underscore the pivotal role of collaboration among stakeholders, including educators, parents, healthcare professionals, and students themselves, in effectively supporting students with ADHD in PE. By fostering open communication, sharing insights, and leveraging collective expertise, educators can cultivate a support network that empowers students with ADHD to thrive in the PE environment. Furthermore, this collaborative approach extends beyond the confines of the classroom, facilitating continuity of support and holistic development across various facets of students' lives.

 

    In essence, the present study aims to review effective strategies that PE teachers can employ to enhance the learning experience that involves cognitive, motor and social aspects for students with ADHD. By embracing a holistic understanding of ADHD, fostering empathy and collaboration, and implementing evidence-based practices, educators can create inclusive, supportive, and enriching PE experiences that cater to the diverse needs of all students. It is also important to reaffirm educators´ commitment to equity, inclusion, and holistic development, ensuring that every student, including those with ADHD, has the opportunity to thrive in the PE classroom and beyond. That is why, DuPaul et al. (2022) agree that teachers play an important role in the development of skills in students with ADHD.

 

Methodology 

 

    This review article aims to synthesize existing literature on strategies for physical education (PE) teachers to effectively work with students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). The methodology adopted for this review involves a systematic search, previous selection about 25 articles, and analysis of relevant peer-reviewed research articles, books, journals and educational resources published within the field of education, psychology, and special education. In addition, a comprehensive search was conducted using electronic databases such as PubMed, ERIC, Google Scholar, and Education Source. Keywords and phrases including "ADHD," "Attention Deficit Hyperactivity Disorder," "physical education," "PE teachers," "strategies," "interventions," and "inclusive education" were used individually and in combination to identify relevant articles. The search was not limited by publication date to ensure a broad representation of the literature.

 

Results and discussion 

 

The role of Physical Education 

 

    There is a significant impact of physical education (PE) on the health and well-being of students belonging to special medical groups. The article underscores the vital role of PE in promoting physical fitness, motor skills development, and overall health among students with diverse medical conditions or disabilities. In this sense, Griban et al. (2020) asserts that their research discusses the multifaceted benefits of PE beyond physical health, including psychological well-being, social integration, and academic achievement. They believe that by fostering a supportive and inclusive environment, PE promotes positive self-esteem, confidence, and social interaction among students, contributing to their overall psychosocial development and academic success. Moreover, it is emphasized the need for collaboration and communication among stakeholders, including educators, healthcare professionals, parents, and students themselves, in optimizing the effectiveness of PE programs for students with special needs.

 

    Moreover, Cojocaru et al. (2022) coincide that physical education not only supports a good environment at schools but also the authors highlight the importance of incorporating technology for improving outcomes. In this way, it is affirmed that technology can serve various purposes in physical education, such as sparking interest, imparting knowledge, analyzing movements for errors, enhancing educators' skills, and evaluating learning effectiveness. This includes utilizing social media, online platforms, video games, and mobile apps with features like video analysis and age-appropriate content. These tools aid in engaging students, delivering educational content, identifying and correcting exercise errors, honing educators' abilities, and gauging learning outcomes. In a similar way, Habyarimana et al. (2022) claim that Physical education is widely regarded as a backbone of the educational system due to its ability to make significant and unique contributions to children, schools, and society at large. It encompasses a range of benefits including fostering respect for the body, promoting the integrated development of the mind and body, instilling an understanding of physical activity's role in health promotion, facilitating psychosocial development such as self-esteem and self-confidence, supporting social and cognitive development, enhancing academic achievement, promoting socialization and social skills such as tolerance, respect, cooperation, and leadership. Moreover, physical education is considered as a remedy for addressing challenges such as the obesity epidemic, inactivity crisis, and sedentary lifestyle prevalent in contemporary society.

 

    It is important to include that Villa de Gregorio et al. (2023) conducted a research in which, the students with ADHD displayed good predisposition and engagement with the physical activities in their schools.

 

Understanding Attention Deficit Hyperactivity Disorder (ADHD) 

 

    There are some physical and brain disorders that cannot contribute to obtain good academic results in different levels of education. In this concern, ADHD, is a brain condition that distract students easily. In this sense, Riglin et al. (2021) are convinced that Attention Deficit Hyperactivity Disorder affects the learning process and due to distraction, the learners are not able to solve and communicate effectively among them. Furthermore, Grimm et al. (2020) state that heritability in ADHD refers to the degree to which genetic factors contribute to the development of Attention Deficit Hyperactivity Disorder (ADHD) within a population. Research suggests that ADHD has a strong genetic component, with estimates of heritability ranging from 70% to 90%. This means that a significant portion of the variance in ADHD symptoms observed among individuals can be attributed to genetic factors.

 

    From a similar point of view, Cabral et al. (2020) stand out that Attention-deficit/hyperactivity disorder (ADHD) is a multifaceted, enduring, and varied developmental condition typically emerging in childhood and often continuing into adulthood. It stands as the prevalent neurodevelopmental disorder, profoundly affecting the individual's personal, social, academic, and professional aspects of life. From another research, Silva et al. (2021) agree that most of the students who suffer from ADHD have some troubles in their schools as much in their personal development as in their learning process. That is why, they need some extra support from educators and relatives.

 

Attention Deficit Hyperactivity Disorder (ADHD) in education 

 

    It is known that ADHD clearly affects the students’ learning acquisition. In this concern, Boon (2020) discusses the implications of neuroimaging studies on ADHD for educators and inclusive education. Her article highlights how such studies offer insights into the neurological underpinnings of ADHD, shedding light on the cognitive processes and brain structures involved. Understanding these findings can aid teachers, mentors and educators in designing more effective strategies to support students with ADHD in inclusive classrooms. It is also confirmed that incorporating neuroscientific knowledge into educational practices, educators can better address the diverse needs of students with ADHD, promoting their academic success and overall well-being within inclusive educational settings.

 

    In addition, Talbott et al. (2021) develop a research, in which they propose a collaborative care approach to support youth with ADHD in both educational and healthcare settings. The authors emphasize the use of teamwork among educators, healthcare professionals, and families to provide comprehensive and coordinated care for students with ADHD. It is also included that a Team-Based Collaborative Care model mentioned in their research aims to improve access to evidence-based interventions, enhance communication between stakeholders, and promote positive outcomes for youth with ADHD including academic performance, social functioning, and cognitive enhancement.

 

    From another contribution, Hustus et al. (2020) coincide that when teenagers diagnosed with attention deficit hyperactivity disorder (ADHD) show academic difficulties, educators should choose to implement approaches that either formally or informally lower expectations, or utilize interventions that aid in enhancing the student's skill development. Moreover, Kos et al. (2006) provides an overview of research examining the relationship between children with ADHD and their teachers. The authors explore various aspects of this dynamic, including the challenges faced by children with ADHD in the classroom, the perceptions and attitudes of teachers towards these students, and strategies employed by teachers to support their academic and social development. The review synthesizes findings from existing literature to highlight the complexities of the student-teacher relationship in the context of ADHD, offering insights into effective approaches for fostering positive outcomes for children with ADHD within educational settings.

 

    In a similar way, Quintero Olivas et al. (2021) argue that the physical education indeed brings out positive outcomes in education and in the student´s environment and social relationships.

 

Strategies for PE teachers to work with ADHD students 

 

    Working with ADHD students requires some extra time, dedication and creativity. In this regard, Hamilton and Astramovich (2016) wrote an article, which explores effective teaching strategies aimed for students with ADHD. Here, the authors emphasize the importance of structured routines, clear expectations, and positive reinforcement in managing classroom behavior. It is important to highlight those strategies such as breaking tasks into smaller steps, providing frequent feedback, and using visual aids are heavily beneficial. Additionally, the article stresses the significance of creating a supportive classroom environment that accommodates different learning styles and encourages active engagement. Overall, the findings emphasize the positive impact of personalized, consistent approaches in enhancing academic performance and fostering self-confidence among students with ADHD.

 

    In addition, Costa et al. (2015) highlight that some strategies such as the observation, cooperative work, mediation, good relationships between the educator and students, routine, adequate resources and a healthy environment are essential to contribute to support the students who suffer of ADHD.

 

    On the other hand, Szép et al. (2021) conducted a research in which, the authors analyze the factors that influence teachers' adoption of effective classroom management strategies for students with ADHD. It is identified several facilitators, including teacher training and professional development, administrative support, and access to resources like behavioral specialists. These facilitators enhance teachers' confidence and competence in implementing strategies such as behavioral interventions, personalized accommodations, and structured routines. However, the article also found barriers that hinder effective implementation, such as large class sizes, time constraints, and a lack of understanding and support from colleagues and parents. It is also emphasized the importance of collaborative efforts among educators, parents, and school administrators to overcome these barriers and create a conducive learning environment. Harrison et al. (2022) assert that their study evaluates the effectiveness of applying various strategies in improving academic performance, reducing disruptive behaviors, and enhancing overall classroom engagement among students with ADHD. The authors detail the following strategies: Behavioral interventions: Implementing structured behavioral plans to manage and reinforce positive behaviors. Environmental modifications: Adjusting the classroom environment to minimize distractions and support focus. Peer tutoring: Involving classmates in tutoring and peer support activities to enhance learning and engagement. Combined approach: Integrating multiple strategies to provide comprehensive support tailored to individual student needs.

 

    In another research, Labrador-Roca et al. (2020) conducted a study that informs about the impact of educational interventions on the behavior of students diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). The authors examined various intervention strategies implemented in educational settings, including behavioral interventions, academic accommodations, and classroom modifications. The study analyzes the effectiveness of these interventions in reducing ADHD-related behaviors such as impulsivity, inattention, and hyperactivity. Results indicate significant improvements in behavior and academic performance among students with ADHD following the implementation of targeted educational interventions. Nevertheless, further research is needed to explore the long-term effects and optimal delivery methods of educational interventions for students with ADHD. That is why, Li et al. (2021) claim that their article explores the elements that shape teachers' perspectives on instructing students with Attention-Deficit/Hyperactivity Disorder (ADHD) during general physical education (PE) classes, the authors also remark the pivotal role of various factors in shaping teachers' attitudes toward teaching students with ADHD in physical education settings. As a result, the research emphasizes the significance of prior experiences, perceived self-efficacy, and training in inclusive education practices. Furthermore, it was added that targeted training and support are essential to enhance teachers' confidence and competence in accommodating students with ADHD in PE classes, fostering a more inclusive learning environment. On the other hand, Higgins et al. (2018) wrote an article that explores how a revised approach to physical education benefits children with ADHD. The research discusses how traditional PE settings might pose challenges for those children and proposes modifications such as incorporating structured activities, working with smaller groups, and varied exercise options. The article also emphasizes the importance of individualized support and collaboration between educators, parents, and healthcare professionals to create an inclusive and effective PE environment for children with ADHD.

 

    In addition, Ogrodnik et al. (2024) did a research, which explores the barriers and facilitators affecting physical activity participation among adults with ADHD through qualitative inquiry. The authors identified various factors such as time constraints, executive function deficits, and negative past experiences. On the other side, it is highlighted that facilitators like structured routines, social support, and enjoyable activities. In this concern, strategies to overcome barriers include time management techniques, personalized exercise plans, and support from healthcare providers.

 

    Moreover, Bores-García et al. (2024) agree that PE serves as a valuable avenue for students who have ADHD to channel their excess energy in constructive ways, thereby reducing disruptive behaviors commonly associated with ADHD. Moreover, the structured nature of PE classes provides routine and predictability, which are beneficial for students with ADHD who often struggle with impulsivity and lack of focus. Furthermore, the authors emphasize the role of physical activity in enhancing cognitive function and executive skills, which are areas typically affected by ADHD, as regular participation in PE has been shown to improve attention, concentration, and self-regulation, all of which are essential for academic success. In this sense, it is important to highlight the holistic benefits of incorporating physical education into the academic curriculum of students with ADHD, and recognize the need for educators and policymakers to use PE as a vital component of ADHD management and to implement strategies that promote inclusivity and support for these students in physical activity settings.

In another contribution, Mulrine, & Flores-Marti (2014) detail several effective strategies for physical educators to support students with ADHD.

• Universal Design for Learning (UDL): This approach ensures that all students have equal opportunities to learn by modifying equipment, rules, and instructional methods.

• Cooperative Learning: This method involves breaking the class into small groups, each with a specific goal. Students work together to achieve the task, which helps maintain their focus and encourages teamwork.

• Task Variation and Choices: Offering students choices in their tasks can increase their engagement and reduce disruptive behavior. For example, allowing students to choose between different assignments or the order in which they complete tasks can improve their participation and focus.

• Clear and Concise Instructions: It is crucial to provide clear, concise, and systematic instructions to help students with ADHD follow along more easily. Using visual aids and written instructions can also be beneficial.

• Structured Routines and Consistency: Establishing a consistent routine can help students with ADHD feel more secure and less anxious. Predictable structures and regular schedules reduce distractions and help students understand what is expected of them.

• Positive Reinforcement and Feedback: Regular positive reinforcement and immediate feedback can encourage students and help them stay on track. Rewarding effort and improvement rather than just achievement can motivate students with ADHD to stay engaged in physical activities.

• ​ Adaptive Equipment and Modifications: Using equipment that caters to the needs of students with ADHD, such as lighter balls or larger targets, can make physical activities more accessible and enjoyable for learners.

    In addition, Mulligan (2001) includes some strategies, which aim to create an inclusive learning environment that accommodate the needs of students with ADHD, helping them to succeed academically and socially. Structured environment: Create a predictable routine and clear classroom rules to reduce distractions and provide stability. Positive Reinforcement: Use praise and rewards to encourage desired behaviors and motivate students. Clear instructions: Provide concise, step-by-step directions and use visual aids to support understanding. Task modification: Break tasks into smaller, manageable steps and allow for frequent breaks. Active learning: Incorporate movement and hands-on activities to keep students engaged and reduce restlessness.

 

    In another research, Taylor et al. (2019) explore the impact and practicality of implementing a tailored exercise program for children with ADHD in a school setting. The authors conclude that incorporating a structured, mixed-activity exercise program in school PE classes can be a feasible and beneficial strategy for managing ADHD symptoms and promoting physical activity enjoyment among children with and without ADHD​

 

Conclusions 

 

    Previous research consistently supports the efficacy of individualized strategies in physical education settings for students with ADHD. Tailoring activities, providing clear instructions, and offering frequent feedback are effective in managing behaviors and enhancing participation among these students.

 

    It is emphasized the importance of creating structured and supportive environments in physical education classes. This includes implementing predictable routines, minimizing distractions, and promoting positive social interactions. Such environments help in reducing anxiety and improving focus among students with ADHD.

 

    It is highlighted the value of inclusive practices that benefit not only students with ADHD but also their peers. In this concern, strategies such as incorporating movement breaks, using visual cues, and encouraging cooperative learning can enhance overall class engagement and learning outcomes for all students, fostering a supportive and inclusive atmosphere in physical education settings.

 

    The review article collects several perspectives, which aim to create an inclusive and supportive environment in physical education classes, helping students with ADHD to thrive and fully participate alongside their peers

 

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Szép, A., Dantchev, S., Zemp, M., Schwinger, M., Chavanon, M.L., & Christiansen, H. (2021). Facilitators and barriers of teachers’ use of effective classroom management strategies for students with ADHD: A model analysis based on teachers’ perspectives. Sustainability, 13(22), 12843. https://doi.org/10.3390/su132212843

 

Talbott, E., De Los Reyes, A., Power, T.J., Michel, J.J., & Racz, S.J. (2021). A team-based collaborative care model for youth with attention-deficit hyperactivity disorder in education and health care settings. Journal of Emotional and Behavioral Disorders, 29(1), 24-33. http://dx.doi.org/10.1177/1063426620949987

 

Taylor, A., Novo, D., & Foreman, D. (2019, September). An exercise program designed for children with attention deficit/hyperactivity disorder for use in school physical education: Feasibility and utility. Healthcare, 7(3), 102. https://doi.org/10.3390/healthcare7030102

 

Villa-de Gregorio, M., Barriopedro Moro, M.I., & Ruiz Pérez, L.M. (2023). Motivación de Logro y Aprendizaje en Educación Física. Un Estudio con Escolares de Educación Secundaria con Trastorno por Déficit de Atención/Hiperactividad. Revista Complutense de Educación, 34(3), 529-539. https://doi.org/10.5209/rced.79564

Lecturas: Educación Física y Deportes, Vol. 29, Núm. 321, Feb. (2025)