A New and Improved Physical Education Setting for Children with ADHD

Higgins, Ashleigh K.; Sluder, J. Brandon; Richards, Jessica; Buchanan, Alice M.

doi:10.1080/08924562.2018.1465869

Cited by 4 publications

(3 citation statements)

References 15 publications

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“…To help keep individuals with ADHD interested but not overwhelmed, simple adaptations can be made, such as keeping distractions out of sight and following a logical sequence of engaging activities . Additionally, within the context of being physically active, creating more structure may not only reduce overstimulation but also symptoms of impulsivity, hyperactivity, and inattention that tend to worsen when the environment is too unstructured (Higgins et al, 2018;.…”

Section: Discussionmentioning

confidence: 99%

Exploring Barriers and Facilitators to Physical Activity in Adults with ADHD: A Qualitative Investigation

et al. 2023

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Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by executive dysfunction. Physical activity (PA) may improve executive dysfunction; however, specific barriers and facilitators to PA participation for adults with ADHD have not been formally documented, which was the aim of the present study. Thirty adults with ADHD completed virtual semi-structured interviews, which were analyzed thematically and guided by the Theoretical Domains Framework. Expressions of both barriers and facilitators to PA were identified. Themes such as executive dysfunction (described as forgetfulness, difficulty with sustained focus, and time management), poor self-esteem, and lack of motivation were seen as barriers to PA. Key facilitators were tied to the benefits of being physically active including improvements in executive functioning, mood, and mental health during and after activity, as well as the enjoyment of being active with others. To better support adults with ADHD in initiating physical activity, it is crucial to develop unique resources that are tailored to their specific needs. These resources should be designed to minimize barriers and maximize facilitators, while also supporting the awareness and acceptance of neurodiverse experiences.

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Section: Discussionmentioning

confidence: 99%

Exploring Barriers and Facilitators to Physical Activity in Adults with ADHD: A Qualitative Investigation

et al. 2023

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“…In the United States, for example, school-aged ethnic minority children in particular may be less likely to receive an ADHD diagnosis than most represented groups (Mehta, Nagar and Aparasu, 2009[75]). There are different hypotheses on the mechanisms for disparities in ADHD diagnosis: i) lower access by minority families to health professionals (Coker et al, 2009[76]); ii) more limited ability to pay for health care, iii) non-English language use, and iv) negative views toward disability and related stigma (Hervey-Jumper et al, 2007 [77]; Olaniyan et al, 2007[78]).…”

Section: Adhd In Migrant Populations Ethnic Groups and Indigenous Peoplesmentioning

confidence: 99%

Policy approaches and practices for the inclusion of students with attention-deficit hyperactivity disorder (ADHD)

Mezzanotte¹

2020

OECD Education Working Papers

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This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.  EDU/WKP(2020)26Unclassified OECD EDUCATION WORKING PAPERS SERIES OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

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“…With this in mind, there is no requirement or pressure to complete any specific task or achieve any predetermined goals -children primarily attend to play and learn with, or alongside, like-minded peers in a safe and supportive environment. The routine of the club, starting and finishing at the same time each session, also aids with difficulties in play cessation experienced by some participants (Frölich et al, 2009;Higgins et al, 2018;Larson, 2006;Mazurek & Engelhardt, 2013).…”

Section: Science Hunters Minecraft Club For Children With Special Edu...mentioning

confidence: 99%

Shared special interest play in a specific extra-curricular group setting: A Minecraft Club for children with special educational needs

Hobbs¹,

Hartley²,

Bentley³

et al. 2020

bpsecp

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AimTo gain practice-based insights, we evaluated outcomes from a science-themed Minecraft Club for children with Special Educational Needs over a four-year period. Science topics were introduced, followed by themed building in Minecraft in a multi-player setting. Particular focus was placed on the benefits of playing a shared-interest game in a social and educational context.MethodsMixed-methods interviews and surveys were used to gather feedback from children attending the club and their accompanying caregivers. Inferential statistics assessed the influence of individual differences and club attendance time on responses.FindingsChildren consistently enjoyed attending the club and most felt that they had developed their scientific knowledge. Social-communication skills and confidence were also positively impacted, as reported by both children and caregivers. The accepting and inclusive nature of the club was of high value.LimitationsSample sizes and data collection methods were necessarily restricted and mainly qualitative due to the purpose of the club and the nature of the attending cohort. However, valuable insights were gained from respondents.ConclusionsBoth children and caregivers communicated that Minecraft Club succeeds in providing a context through which children can develop social and communication skills, build confidence, make new friends, and learn about science. These insights have important implications concerning the potential social and educational benefits of Minecraft for children with Special Educational Needs, and the value of extra-curricular clubs that provide safe and supportive spaces for children to thrive.

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A New and Improved Physical Education Setting for Children with ADHD

Cited by 4 publications

References 15 publications

Exploring Barriers and Facilitators to Physical Activity in Adults with ADHD: A Qualitative Investigation

Exploring Barriers and Facilitators to Physical Activity in Adults with ADHD: A Qualitative Investigation

Policy approaches and practices for the inclusion of students with attention-deficit hyperactivity disorder (ADHD)

Shared special interest play in a specific extra-curricular group setting: A Minecraft Club for children with special educational needs

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