Physical activity experiences of 12 age-matched boys with and without attention-deficit hyperactivity disorder (ADHD) were explored by converging information from Test of Gross Motor Development-2 assessments and semistructured interviews. The knowledge-based approach and the inhibitory model of executive functions, a combined theoretical lens, enabled the description of similarities and differences in experiences that emerged during interviews. Skill assessments indicated boys with ADHD were not as proficient movers as their peers without ADHD. Thematic analysis revealed that boys with ADHD reported playing with friends, paid little attention to detail, possessed superficial knowledge about movement skills, and expressed many negative feelings about physical activity. Task-specific interventions and a wider range of mixed methods research are recommended for future research studies in ADHD.
William Harvey, Gregory Reid, Gordon, Bloom, and Kerri Staples are with the Department of Kinesiology and Physical Education at McGill University in Montreal, Quebec, Canada. Natalie Grizenko, Valentin Mbekou, Marina Ter-Stepanian, and Ridha Joober are with the Psychiatry Department at Douglas Institute in Montreal.