Inclusive strategies for the development of essential skills within play practices in students with ADHD

Abstract

Introduction. Attention Deficit Hyperactivity Disorder (ADHD) significantly affects the essential skills within the playful practices, particularly in the emotional, social, motor, and cognitive dimensions, hindering the active participation of students in Physical Education classes. Objective. To design and implement inclusive strategies that favor the development of essential skills within the playful practices (DDIPL) in Physical Education in students with ADHD. Methodology. A quantitative pre-experimental design study was conducted in a sample of 14 students, including 2 with ADHD, from an educational institution in Ecuador. A validated instrument with Cronbach's alpha of 0.814 was used to evaluate the emotional, social, motor, and cognitive dimensions, in two periods: pre and post intervention. Results. Statistical analysis revealed significant differences between the periods evaluated (p < 0.05) in all the dimensions evaluated. The social and cognitive dimensions presented the greatest increases in mean values, while the overall levels of DDIPL in Physical Education were mostly in the “High” and “Very high” categories. Conclusion. The inclusive strategies implemented facilitated significant improvements in all the dimensions evaluated, thus complying with the DDIPL in Physical Education. General Area of Study: Education. Specific area of study: Inclusive Physical Education. Type of study: Original articles.