Relationships between Participation in Physical Activity with Social and Adaptive Performance among Children with ADHD
Poster Presentation
Paper ID : 1236-SSRC
Authors
1Assistant Professor, Department of Physical Education, Tabriz Branch, Islamic Azad University, Tabriz, Iran
2Sarkizov-Serazini RSUFKSMiT, , Russia, Moscow
3Department of Sport Psychology, Tabriz Branch, Islamic Azad University, Tabriz, Iran
Abstract
Background: Physical activity refers to any activity or movement of the body that is caused by the contraction and expansion of skeletal muscles and requires energy. It has been shown that physical activity is associated with several physical and mental health components in children. Nevertheless, relationships between physical activity with social and adaptive performance among children with ADHD have been rarely examined. Hence, the aim of this study was to examine the relationships between participation in physical activity with social and adaptive performance among children with ADHD.
Methods: The method used in this study was correlational. Forty-two boys and 29 girls with ADHD aged 9 to 12 years old (mean age of 10.57 years old) attended in special schools participated in this study. PA was measured using Physical Activity Questionnaire for Children (PAQ-C). The Social Rating Scale (Gresham & Elliott, 1990) was used to measure social performance of children with ADHD. The Adaptive Behavior Scale (ABS) (Hsu, 2004) was used to measure adaptive performance of children with ADHD. Independent t test and Pearson correlation test were used to analyze the data.
Results: Data of physical activity showed that children with ADHD participated in very low level of physical activity, where boys were significantly more physically active than girls (P<0.001). Furthermore, we observed significant relationships between physical activity with social and adaptive performance among children with ADHD (both P<0.001).
Conclusion: The results of this study emphasize on improving the participation of children with ADHD in regular physical activity, particularly girls, in older to gain health-related benefits. In this regard, the role of physical education teachers is of most important.
Methods: The method used in this study was correlational. Forty-two boys and 29 girls with ADHD aged 9 to 12 years old (mean age of 10.57 years old) attended in special schools participated in this study. PA was measured using Physical Activity Questionnaire for Children (PAQ-C). The Social Rating Scale (Gresham & Elliott, 1990) was used to measure social performance of children with ADHD. The Adaptive Behavior Scale (ABS) (Hsu, 2004) was used to measure adaptive performance of children with ADHD. Independent t test and Pearson correlation test were used to analyze the data.
Results: Data of physical activity showed that children with ADHD participated in very low level of physical activity, where boys were significantly more physically active than girls (P<0.001). Furthermore, we observed significant relationships between physical activity with social and adaptive performance among children with ADHD (both P<0.001).
Conclusion: The results of this study emphasize on improving the participation of children with ADHD in regular physical activity, particularly girls, in older to gain health-related benefits. In this regard, the role of physical education teachers is of most important.
Keywords