The Effect of Cognitive-Motor Training on Physical Literacy and Cognitive Function of Children with ADHD

Introduction: Understanding the key factors that influence physical literacy (PL) and cognitive function in children with ADHD is crucial.
Objective: This research seeks to explore how cognitive-motor training (CMT) influence both the PL and cognitive abilities of children diagnosed with ADHD.
Methods: A quasi-experimental design featuring a pretest-posttest framework with a control group was implemented in this research. The study involved 54 male children aged 7 to 10 years; all diagnosed with ADHD. Participants were split into two equal groups. The intervention group participated in a CMT for eight weeks, attending three sessions per week. To assess the research variables, the Canadian Assessment of Physical Literacy Development, the Numerical Span Subscale of the Revised Wechsler Intelligence Scale for Children, and the Corsi Block-Tapping Task were utilized, with data analysis conducted using ANCOVA.
Results: Body mass index (BMI) in both groups was similar, again showing no significant differences (P>0.05). The analysis performed at the end of the intervention period showed significant differences across all groups for the evaluated parameters, including both PL and cognitive function dimensions (P<0.001). These findings suggest that CMT successfully enhanced PL and cognitive function in male children diagnosed with ADHD.
Conclusion: By intentionally merging physical exercises with cognitive tasks, there is potential for children with ADHD to experience improvements in both their PL and cognitive functions, which are often areas of difficulty for them. Nonetheless, further research is essential to explore this intersection more thoroughly.