Strategies for Working with Students with ADHD in Physical Education. A Literature Review
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.
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