Psychomotor intervention to enhance coordination in children with attention deficit hyperactivity disorders
Keywords:
psychomotricity; motor coordination; attention deficit hyperactivity disorderAbstract
Introduction: Acting directly on the neuromotor, perceptual, and emotional bases that influence the ability to move, self-regulate, and learn in children is one of the fundamental principles of the system of therapeutic physical culture. The analysis of the scope and limitations of an intervention strategy is useful for decision-making in the management of a specialized intervention process.
Objective: To analyze the effects of a psychomotor intervention to enhance coordination in children with attention deficit hyperactivity disorder.
Methods: Quantitative research with a correlational design (pretest-posttest) with a single group (n=35), in which children with attention deficit hyperactivity disorders with average-level delays in motor coordination participated in a 12-week psychomotor intervention program.
Results: The applied tests obtained higher means in the posttest, both in the body coordination test for children or KTK (pretests: 93.06; posttest: 98.43; p=0.000), and in the movement assessment battery for children-2 or MABC-2 (pretest: 21.71; posttest: 28.51; p=0.000).
Conclusions: The applied psychomotor intervention proved to be an effective resource to enhance motor coordination in children with attention deficit hyperactivity disorder, while providing significant empirical evidences for the creation of more complete educational and therapeutic programs adapted to the needs of groups with characteristics similar to those of the present research.
Introduction: Acting directly on the neuromotor, perceptual, and emotional bases that influence the ability to move, self-regulate, and learn in children is one of the fundamental principles of the system of therapeutic physical culture. The analysis of the scope and limitations of an intervention strategy is useful for decision-making in the management of a specialized intervention process.
Objective: To analyze the effects of a psychomotor intervention to enhance coordination in children with attention deficit hyperactivity disorder.
Methods: Quantitative research with a correlational design (pretest-posttest) with a single group (n=35), in which children with attention deficit hyperactivity disorders with average-level delays in motor coordination participated in a 12-week psychomotor intervention program.
Results: The applied tests obtained higher means in the posttest, both in the body coordination test for children or KTK (pretests: 93.06; posttest: 98.43; p=0.000), and in the movement assessment battery for children-2 or MABC-2 (pretest: 21.71; posttest: 28.51; p=0.000).
Conclusions: The applied psychomotor intervention proved to be an effective resource to enhance motor coordination in children with attention deficit hyperactivity disorder, while providing significant empirical evidences for the creation of more complete educational and therapeutic programs adapted to the needs of groups with characteristics similar to those of the present research.
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Copyright (c) 2025 Johanna Stefanía Guijarro-Vinces, Valeria Diana Rodríguez-Cabrera, Katya Lorena López-Espinoza, Edgar Fabián Toapanta-Vargas
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