Volume 10, Issue 4 (10-2025)
CJHR 2025, 10(4): 0-0 |
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Ethics code: IR.SCU.REC.1404.035
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Hashemi A, saadatian A, Siavashi E, Abedanzadeh R. Virtual Physical Activity as an Intervention for Behavioral Regulation in Children with Attention Deficit Hyperactivity Disorder. CJHR 2025; 10 (4)
URL: http://cjhr.gums.ac.ir/article-1-428-en.html
URL: http://cjhr.gums.ac.ir/article-1-428-en.html
1- Department of Sport Sciences, Faculty of Literature and Humanities, Yasuj University, Yasuj, Iran , a.hashemi@yu.ac.ir
2- Department of Sport Sciences, Faculty of Literature and Humanities, Yasuj University, Yasuj, Iran
3- Department of Sport Sciences, Faculty of Sport Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran
2- Department of Sport Sciences, Faculty of Literature and Humanities, Yasuj University, Yasuj, Iran
3- Department of Sport Sciences, Faculty of Sport Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran
Abstract: (183 Views)
Background: Attention-deficit/hyperactivity disorder (ADHD) is a mental health disorder that can lead to unstable relationships and poor performance at work or school.
Objectives: the objective of this research was to evaluate the influence of virtual physical activity (VPA) on behavioral performance in children diagnosed with ADHD.
Methods: Eighty boys aged 7 to 10 years with ADHD were randomly assigned to either a 12-week VPA intervention group (n = 40) or a non-active control group (n = 40). A third group of normally developing (TD) peers (n = 40) was included for comparative analysis. The intervention included twice-weekly online exercise sessions that targeted locomotor, manipulative, and stability skills. The results were assessed at baseline, following the intervention, and twelve weeks later using standardized measures of behavioral functioning. Results: In terms of externalizing behavior problems, the results demonstrated that children in the VPA group performed considerably better than those in the control group (p < 0.01, η² ranging from 0.43 to 0.48). These improvements continued at the follow-up period. Significant effect sizes were observed for key behavioral characteristics such as aggression, delinquency, and attention problems. No significant improvements were observed in the control group.
Conclusions: The findings suggested that structured VPA programs offer a non-pharmacological, practical, enjoyable, and effective way to support the behavioral development of children with ADHD. These results have significant implications for the design and implementation of educational and treatment strategies in settings that support individuals with developmental disabilities.
Objectives: the objective of this research was to evaluate the influence of virtual physical activity (VPA) on behavioral performance in children diagnosed with ADHD.
Methods: Eighty boys aged 7 to 10 years with ADHD were randomly assigned to either a 12-week VPA intervention group (n = 40) or a non-active control group (n = 40). A third group of normally developing (TD) peers (n = 40) was included for comparative analysis. The intervention included twice-weekly online exercise sessions that targeted locomotor, manipulative, and stability skills. The results were assessed at baseline, following the intervention, and twelve weeks later using standardized measures of behavioral functioning. Results: In terms of externalizing behavior problems, the results demonstrated that children in the VPA group performed considerably better than those in the control group (p < 0.01, η² ranging from 0.43 to 0.48). These improvements continued at the follow-up period. Significant effect sizes were observed for key behavioral characteristics such as aggression, delinquency, and attention problems. No significant improvements were observed in the control group.
Conclusions: The findings suggested that structured VPA programs offer a non-pharmacological, practical, enjoyable, and effective way to support the behavioral development of children with ADHD. These results have significant implications for the design and implementation of educational and treatment strategies in settings that support individuals with developmental disabilities.
Keywords: ADHD, Digitally Mediated Physical Activity, Behavioral Performance Indicators, Neurodevelopmental Disorders
Article Type: Original Contributions |
Subject:
Public Health
Received: 2025/06/28 | Accepted: 2025/08/3 | Published: 2025/10/18
Received: 2025/06/28 | Accepted: 2025/08/3 | Published: 2025/10/18
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