Strategy to improve sustained attention in children with attention deficit hyperactivity disorder

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) presents a challenge in inclusive physical education, where methodologies often struggle to adapt to the cognitive and behavioral needs of this population. Therefore, this research aimed to design a game-based methodological strategy to improve sustained attention in second-grade students at a school in Ecuador. A quantitative approach with a pre-experimental pretest-posttest design was used, without a control group. The sample consisted of 12 students aged 7 to 8 years. Data was collected using an attention test. Descriptive statistics (mean and standard deviation) and inferential statistics (Student's t-test) were used. The resulting methodological strategy demonstrated improvements in sustained attention, a reduction in impulsive behaviors, and greater student engagement in activities. The study concludes that the methodological strategy increased accuracy, effectiveness, and concentration, demonstrating positive changes in the sustained attention of the children in the study.