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Highlights•A clear definition and description of the interventions in randomized controlled trials are pre-requisites for implementation in clinical practice.•There is a trend among investigators to describe control group interventions poorly compared to the experimental group.•The readers would not be able to apply the findings of the trial to their clinical practice if the interventions are poorly described.

Purpose: Children with ADHD exhibit decrements in fitness levels, motor skill ability and attention. The purpose was to evaluate the benefits of a structured, school-based exercise program on motor skill, physical fitness and attention in children with ADHD. Method: Ten 8–12 year old school boys with ADHD and ten typically developing (TD) were recruited. They underwent a six week structured exercise program which included aerobics, resistance exercises, motor skills and attention training. Results: Following the 6 week, school -based exercise program significant improvements in physical fitness, motor skills and attention were observed in ADHD children compared to the TD children. Additionally, the exercise sessions were acceptable and enjoyable to all children. Conclusion: It is proposed that an exercise program be incorporated in school physical education curriculum. Exercises should be considered, in addition to other forms of intervention, as an essential treatment for improving problems associated with ADHD in school children.

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