Investigation of the effect of combined exercise training on physical fitness, academic achievement and social relations in children with attention deficit hyperactivity disorder

Abstract

Purpose: Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity that are inappropriate for age and developmental level. The frequency of admission to clinics is increasing in school-age children. This study was conducted to examine the effects of combined exercise training on physical fitness, walking speed, academic achievement and social relations in school-age children with ADHD. Methods: The children were randomly divided into three groups: the exercise group under the supervision of a physiotherapist (n=10), the parent-supervised exercise group (n=10), and the control group (n=10). The physical fitness of the participants was evaluated by Munich Physical Fitness Test, walking speed by 10 meters walking test, academic achievement and social relations were evaluated with open-ended questions. Results: It was found that there was a statistically significant improvement in the results except the 10-meter walking test performed at normal speed after the exercise training (p<0.05). Especially in the exercise group under the supervision of a physiotherapist, the answers given by the child, parent and teacher showed that combined exercise training was effective on academic achievement and social relations. Conclusion: It has been shown that combined exercise training has positive effects on physical fitness, academic achievement and social relations in children with ADHD. The necessity of developing special physical activity and exercise programs for children with ADHD in schools, special education schools and rehabilitation centers is supported by this research.

Keywords

• Attention deficit hyperactivity disorder
• child
• physical fitness
• academic success

Dikkat eksikliği hiperaktivite bozukluğu olan çocuklarda kombine egzersiz eğitiminin fiziksel uygunluk, akademik başarı ve sosyal ilişkiler üzerine etkisinin incelenmesi

Abstract

Amaç: Dikkat Eksikliği Hiperaktivite Bozukluğu (DEHB) yaşa ve gelişim düzeyine uygun olmayan dikkatsizlik, hiperaktivite ve dürtüsellik ile karakterize nörogelişimsel bir bozukluktur. Okul çağı çocuklarda kliniklere başvuru sıklığı oldukça artmaktadır. Bu araştırma okul çağı DEHB’li çocuklarda kombine egzersiz eğitiminin fiziksel uygunluk, yürüme hızı, akademik başarı ve sosyal ilişkiler üzerine etkisinin incelenmesi amacıyla yürütüldü. Yöntem: Çocuklar kapalı zarf yöntemi ile randomize olarak fizyoterapist gözetimindeki egzersiz grubu (n=10), ebeveyn gözetimindeki egzersiz grubu (n=10) ve kontrol grubu (n=10) olmak üzere üç gruba ayrıldı. Katılımcıların fiziksel uygunlukları Münih Fiziksel Uygunluk Testi, yürüme hızları 10 metre yürüme testi, akademik başarı ve sosyal ilişkileri açık uçlu sorularla değerlendirildi. Bulgular: Egzersiz eğitimi sonrası normal hızda yapılan 10 metre yürüme testi dışında kalan sonuç ölçümlerinde istatistiksel olarak anlamlı düzeyde iyileşme olduğu bulundu (p<0,05). Özellikle fizyoterapist gözetiminde yapılan egzersiz grubunda çocuk, ebeveyn ve öğretmen tarafından verilen cevaplarda kombine egzersiz eğitiminin akademik başarı ve sosyal ilişkiler üzerine etkili olduğu gösterildi. Sonuç: DEHB’li çocuklarda kombine egzersiz eğitiminin fiziksel uygunluk, akademik başarı ve sosyal ilişkiler üzerine olumlu etkilerinin olduğu gösterildi. Okullarda, özel eğitim okullarında ve rehabilitasyon merkezlerinde DEHB’li çocuklara özel fiziksel aktivite ve egzersiz programları geliştirilmesinin gerekliliği bu araştırma ile desteklenmektedir.

Keywords

• Dikkat eksikliği hiperaktivite bozukluğu
• çocuk
• fiziksel uygunluk
• akademik başarı

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