. Intrapersonal mindfulness −.03 .11 −.06 −.00 .10 .17* .19* .40** .42** — 11. Interpersonal mindfulness −.13 −.03 .04 −.10 −.05 .17* .17* .39** .35** .37** Note. n = 151. Contact with ADHD = contact experiences with students with ADHD; ADHD = attention-deficit/hyperactivity disorder. * p < .05. ** p < .01
Search Results
Predictors of Teachers’ Attitudes Toward Teaching Students With Attention-Deficit/Hyperactivity Disorder in General Physical Education
Chunxiao Li, Justin A. Haegele, Ho Lun Au, and Kevin Wai Keung Kam
Attention-Deficit/Hyperactivity Disorder-Related Self-Reported Symptoms Are Associated With Elevated Concussion Symptomatology
Lauren E. Bullard, Colt A. Coffman, Jacob J.M. Kay, Jeffrey P. Holloway, Robert D. Moore, and Matthew B. Pontifex
et al., 2014 ; Zemek et al., 2016 ) that may complicate the course of recovery. However, an emerging body of evidence suggests that preexisting neurodevelopmental disorders such as attention-deficit/hyperactivity disorder (ADHD)—a disorder characterized by developmentally inappropriate levels of
PACER Performance of Children Aged 11–14 With Attention-Deficit Hyperactive Disorder
Timothy Martinson, Stephen A. Butterfield, Craig A. Mason, Shihfen Tu, Robert A. Lehnhard, and Christopher J. Nightingale
systematically adjust to increased physiological demand. The PACER has been shown to be valid in predicting aerobic capacity in adolescents ( 7 , 20 ). Among adolescents, attention-deficit hyperactivity disorder (ADHD) is one of the most frequently diagnosed psychiatric disorders. Approximately 5% of all school
Attention-Deficit/Hyperactivity Disorder: APA Research Challenges
William J. Harvey and Greg Reid
The purpose of this paper is to present a critical analysis of the research methods in adapted physical activity studies about children with attention-deficit hyperactivity disorder (ADHD). The strengths and weaknesses of various research methods are discussed by (a) three main types of research questions, (b) identification and description of research participants, (c) reliability and validity of assessment instruments, (d) data collection procedures, and (e) quantitative and qualitative methods of data analysis. Strategies to improve research are embedded in each of the five main categories. It is concluded that substantial methodological inconsistencies exist in the current ADHD physical activity literature base. Future research would be strengthened by incorporating recommended suggestions.
Exercise and Academic Performance Among Children With Attention-Deficit Hyperactivity Disorder and Disruptive Behavior Disorders: A Randomized Controlled Trial
Jared D. Ramer, María E. Santiago-Rodríguez, Catherine L. Davis, David X. Marquez, Stacy L. Frazier, and Eduardo E. Bustamante
Purpose Attention-deficit hyperactivity disorder (ADHD) is defined by the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, as a persistent pattern of inattention and/or hyperactivity–impulsivity that interferes with functioning and development ( 2 ). In 2011, the parent
Youth Sport Experiences of Individuals With Attention Deficit/Hyperactivity Disorder
Homan Lee, Janice Causgrove Dunn, and Nicholas L. Holt
The purpose of this study was to explore youth sport experiences of individuals with attention deficit/hyperactivity disorder (ADHD). Participants were 6 males (mean age = 22.7 yr) with ADHD who had played 3 or more seasons in team sports during adolescence. Following interpretive phenomenological analysis methodology, each participant completed 2 semistructured interviews. Findings showed that symptoms of ADHD hampered participants’ experiences and led to negative interpersonal and performance-related consequences. On the other hand, participants reported social and stress/energy-release benefits arising from their experiences in sport. Their experiences were therefore complex, and some findings relating to social interactions appeared contradictory (e.g., negative interpersonal experiences vs. social benefits). Supportive coaches, understanding teammates, and personal coping strategies were key factors that enabled participants to realize benefits and, to some degree, mitigate negative consequences associated with their participation in sport.
Fine Motor Skills and Unsystematic Spatial Binding in the Common Region Test: Under-Inclusivity in Autism Spectrum Disorder and Over-Inclusivity in Attention-Deficit Hyperactivity Disorder
Christiane Lange-Küttner and Ridhi Kochhar
-Mashadi, Sudirman, Khalid, & Lange-Küttner, 2015 ). The Current Study We investigated whether the CRT may be a good screening instrument for children with autistic spectrum disorder (ASD) and children with attention-deficit/hyperactivity disorder (ADHD). Both ASD and ADHD are neurodevelopmental disorders that are
The Association Between Physical Education and Symptoms of Attention Deficit Hyperactivity Disorder
Lucy Barnard-Brak, Tonya Davis, Tracey Sulak, and Victor Brak
Objective:
The purpose of the current study was to examine the association between structured physical activity, specifically physical education, and symptoms of Attention Deficit Hyperactivity Disorder (ADHD). Physical activity may be associated with lower levels of symptoms of ADHD and this rationale provided the impetus for the current study.
Methods:
A community-based, nationally representative sample of children from the Early Childhood Longitudinal Study, Kindergarten cohort (ECLS-K) was used. Structural equation modeling was used to examine the association of physical activity with symptoms of Attention Deficit Hyperactivity Disorder. Two random subsamples were drawn for the purposes of cross-validation of our model. Statistics reflecting model ft are reported.
Results:
With a standardized path coefficient value of –.23, findings from the current study indicate a significant, inverse association between physical education, as a structured form of physical activity, with the symptoms of Attention Deficit Hyperactivity Disorder in children.
Conclusions:
Using a community-based, nationally representative sample of children aged 5 to 7 years old from the United States, the results of the current study suggest that physical education, as a structured form of physical activity, may be considered as associated with lower levels of symptoms of ADHD across time.
Motor Performance of Children with Attention-Deficit Hyperactivity Disorder: A Preliminary Investigation
William J. Harvey and Greg Reid
The purpose of this study was to describe the fundamental gross motor skills and fitness conditions of children with attention-deficit hyperactivity disorder (ADHD). Nineteen children, ages 7 to 12, participated. Gross motor performance was measured by the Test of Gross Motor Development (Ulrich, 1985). Fitness variables were measured by selected items from the Canada Fitness Survey (Fitness Canada, 1985), the CAHPER Fitness-Performance II Test (CAHPER, 1980), and the 20 m Shuttle Run Test (Leger, Lambert, Goulet, Rowan, & Dinelle, 1984). Percentile scores provided individual and group profiles of performance. It was concluded that fundamental gross motor performance and physical fitness of children with ADHD are substantially below average.
Motor Proficiency of Boys with Attention Deficit Hyperactivity Disorder and Boys with Learning Disabilities
Robbi Beyer
The motor proficiency of 56 boys with attention deficit hyperactivity disorder (ADHD) was compared with that of 56 boys with learning disabilities (LD); both groups were divided into two age groups, 7 to 8 years and 9 to 12 years. Boys with ADHD were taking Ritalin and attending public schools. Boys with LD were medication-free and attending private schools for LD. The Bruininks-Oseretsky Test of Motor Proficiency–Long Form (BOTMP–LF) was used to measure balance, bilateral coordination, strength, upper limb coordination, response speed, visual-motor coordination, and upper limb speed and dexterity. MANOVA revealed significant main effects for condition and age. Subsequent univariate ANOVAs revealed (a) expected age differences on all but one item and (b) significantly poorer performance for boys with ADHD than boys with LD on all variables except balance, upper limb coordination, and response speed.
