Running head: THE BENEFITS OF PHYSICAL ACTIVITY FOR STUDENTS WITH ADHD

PPE 310
The Benefits of Physical Activity for Students with ADHD
Beau Bennett and Anna Rojas
Arizona State University
# 20737
Pamela McDonald
04/29/2015

THE BENEFITS OF PHYSICAL ACTIVITY FOR STUDENTS WITH ADHD

Introduction
Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood
brain disorders and can continue through adolescence and adulthood. Symptoms include
difficulty staying focused and paying attention, difficulty controlling behavior, and hyperactivity
(over-activity) ( Attention Deficit Hyperactivity Disorder, n.d., para 1 )With a high rate of
children being diagnosed with ADHD every year, it is important as future educators to
understand current issues and topics. This would include researching physical activities that
would promote a better learning environment for all students, specifically looking at benefits for
students affected by ADHD. It has been suggested even the smallest amounts of physical activity
enhances cognitive function. ADHD is one of the most common developmental disorders in
children, with little being known about alternative treatments (Smith, 2013). Even though there is
medication given to children with ADHD, many parents choose not to use these resources due to
the potentially negative side effects they have on children. However, there has been research
stating that students who have ADHD benefited from partaking in physical activities. NewsRX
Science(2012) reports physical activity that includes a warm-up, aerobic activity, muscular,
motor-skill exercises, and a cool-down at least three times a week found that it may help to
improve muscular capacities, motor skills, behavior assessments, and the ability to process
information. These findings support the implementation of the Back to The Basics, Lets
Move! program at Centerra Mirage STEM Academy, ensuring that all students attending, not
just those students with ADHD, benefit from the incorporation of physical activities both in and
out of the classroom.

THE BENEFITS OF PHYSICAL ACTIVITY FOR STUDENTS WITH ADHD

Literature Review
Angela Ine Frank-Briggs (2010) writes that Attention deficit hyperactivity disorder
(ADHD) is a neurobehavioral developmental disorder, primarily characterized by the coexistence of attention problems and hyperactivity, with each behavior occurring infrequently
alone. Moreover, ADHD is the most commonly studied and diagnosed psychiatric disorder in
children, affecting about 3 to 5% of children globally with symptoms starting before 7 years of
age, and in 50% of cases continuing into adulthood. ADHD is diagnosed two to four times as
often in males as in females. In order for a child to be diagnosed with ADHD typical behaviors
must appear by the age of 7 years old. ADHD symptoms must be constant for at least six months
with symptoms displaying a handicap in a least two areas of the childs life, for example: at
school, home, on the playground or, in social areas. Children who have been diagnosed with
ADHD have symptoms that include: easy distractibility, forgetfulness, frequently switching from
one activity to another, the child may have difficulty focusing on one thing, details may be
missing, or they become bored with a task after only a few minutes, difficulty focusing,
organizing and completing a task or learning something new and may have difficulty completing
or turning in homework assignments, and often lose personal items (e.g., pencils, toys,
assignments) (2010). Medications for ADHD are available and are often times given to children.
Most ADHD medications are stimulants mixed with amphetamine salts, which causes an
increase in the childs neurotransmission (2010). Although, under medical supervision, stimulant
medications are considered safe, the use of stimulant medications for the treatment of ADHD has
generated controversy because of undesirable side effects: Weight gain, diabetes, lactation,
gynecomastia, drooling, dysphoria, fatigue, sexual dysfunction, heart rhythm problems and the
possibility of tardive dyskinesia, an irreversible movement disorder, are among the adverse effect

THE BENEFITS OF PHYSICAL ACTIVITY FOR STUDENTS WITH ADHD

associated with antipsychotic drugs (2010). However, a natural treatment option is given for
patients with ADHD, studies have shown that aerobic fitness can improve the childs cognitive
functioning and neural organization and that children who spend more time outdoors in natural
settings or participating in activities display less symptoms of ADHD (2010).
Bishop and Block (2013) found that, in general, children with ADHD experience motor
skill problems and students with ADHD have delays when performing motor skill in both
locomotors and object control skills, resulting in children with ADHD avoiding practice
opportunities in their physical education classes and during recreational activities. The
explanation given to this study was that the students had a false belief about their motor skill
competence, believing that ones skills are better than they actually are (Bishop & Block, 2013).
However, this article explains that teachers could use positive feedback with the students as it
would help to minimize the effects of the negative characteristics (2013). In addition to giving
students positive feedback, teachers should provide direct instruction, task sheets, and design
activities that provide immediate feedback and students incentives. Teachers who use these five
strategies when working with students can help to improve their learning of motor skills (2013).
Eduardo Bustamante (2013) writes that some of the most promising findings derive from
studies on physical activity on the cognitive performance of children with ADHD. The study
suggests that acute effects of physical activity may prove extremely helpful for managing
ADHD, and corroborate findings from interventions implemented into the school day
(Bustamante, 2013). One study explains that physical activity acts similar to methylphenidate,
improving functioning for some time after its consumption but the effect wears off within a few
hours, however with many acute bouts of physical activity over time it provides a benefit
towards the normalization of cognitive development in children with ADHD ( 2013). This article

THE BENEFITS OF PHYSICAL ACTIVITY FOR STUDENTS WITH ADHD

studied 10 ADHD students over a six month period, along with non ADHD students and found
that with physical activities all students had reduced stress levels, better behavior and test scores.
Wigal, Emmerson, Gehricke, & Galassetti, (2013) noted that there are conventional
treatments for ADHD include medication and behavioral modification, which have both been
proven scientifically to be effective. Additionally, they contend that not all children respond well
to these pharmacological or behavioral interventions, and certain parents are unwilling to
medicate their children because they are often concerned with their safety, notable side effects,
and medication related risks (Wigal et al.; 2013). The article explains further the need for
effective alternatives to ADHD interventions for children while explaining the need for natural
strategies that can have long- term effects in all aspects of a childs life (2013). The idea that
physical exercise could be utilized to manage the broad spectrum of symptoms and impairments
(e.g., motor skills, neuropsychological parameters) that characterize ADHD is both innovative
and exciting and indicates that physical exercise naturally stimulates adrenoneurogenic mediators
that are similar to the pharmacological agents commonly used in ADHD therapy (2013). The
studys conclusion was that with 26 minutes daily or 40 minutes every other day of moderate to
vigorous physical activity students has shown improvement in behavior and neuropsychological
functions (2013).
Ziereis and Jansen (2015) write that both short-term as well as long-term exercises show
an improvement with a students executive function and motor performance in the classroom.
Noting, that any type of physical activity will ultimately benefit cognitive performance and
suggesting the interaction of aerobic activity alone influences executive function, but that the
interaction of aerobic activity and cognitive engagement has an even stronger effect, ( Ziereis &
Jansen, 2015). One study suggested an exercise program that would include physical activities

THE BENEFITS OF PHYSICAL ACTIVITY FOR STUDENTS WITH ADHD

like running games, jump rope, soccer and basketball games in 20 minute sessions: could
improve the cognitive performance in overweight, regular and special education students,
especially those with ADHD (2015).
Synthesis of InformationAll five Literature Reviews explained the effects of ADHD on children and agree that
most students with ADHD have a difficult time in school, specifically when it comes to
maintaining consistent academic success. Each article proclaims that there are medications
available to children, however many parents choose not to medicate their children because of the
many negative side effects it has on the child. All are also in agreement that the medications
prescribed to children are stimulants that can be harmful to the child's heart. Further more, each
of the researchers concluded that all children, especially those with ADHD, do in fact benefit
from some type physical activities. The overall conclusion made in these articles, are that
students that participate in moderate to vigorous physical activities three times a week, or at least
20 minutes a day, show improvement in behavior, test scores, homework and self-esteem.
Therefore, implementing physical activities at school would be a safe, natural, effective way to
improve students overall health and wellness.
Practical Implications
Research shows that when students are involved and actively engaged in physical
activities, positive results can be seen in many different areas, including academic performance
and social health. This translates to reduced stress, higher test scores, and lower instances of
behavior problems in the classroom setting.

THE BENEFITS OF PHYSICAL ACTIVITY FOR STUDENTS WITH ADHD

Students at Centerra Mirage only participate in physical activities in their P.E classes,
which is given only 2 weeks at a time every six weeks. This presents a problem because students
are not receiving enough physical activity throughout the school year, let alone in the classroom.
If teachers could implement physical activities such as doing a simple warm up of arm, neck,
back and leg stretches before their lesson plans, students would be able to focus more on the
lesson. Another simple activity that would promote healthy student learning would be to run,
skip or jump to music for 30 seconds before each lesson. Simple physical activities have shown
to help all students, including students with ADHD focus and learn. As future educators it is
important to understand the significance of physical activity in the classroom.Should Centerra
Mirage STEM Academy choose to participate in the proposed Back to The Basics, Lets
Move! program, students would be able to have more physical activities offered every week
versus every six weeks. This program would change the students schedules to offer Physical
Education classes twice a week all school year long and an open activity session that would
include student access to the gym, basketball courts and soccer fields a half hour before school
starts, which would help by controlling stress levels in classrooms, test scores and behavior
issues in all children including students with ADHD.
Given that Centerra Mirage STEM Academy offers students only Physical Education in
two-week blocks every four weeks, it is proposed that the school change the two elective blocks
to an every other day class. This proposal will be named Back to The Basics, Lets Move! and
will be implemented as soon as the program is granted administration approval. Understanding
that this proposal requires a complete restructure of the school schedule and complete
administration, staff and family approval, the plan is to meet with the everyone to explain the

THE BENEFITS OF PHYSICAL ACTIVITY FOR STUDENTS WITH ADHD

benefits of physical activities for all students, strongly highlighting the positive effects of
physical activity in relation to students with ADHD.
The first meeting would be with the Administration- charts, graphs, data, and statistics
will be used to persuade a schedule change. Calendars will also be used to show the difference
between what is offered now and the proposed change (see Figure A).
Once Administration approves the Back to The Basics, Lets Move! the next step
would be to get the staff and teachers involved with the program. There will be a brief meeting
on pre-selected Wednesdays as they are early release days beginning at 12:30 p.m. This will give
an opportunity to explain the new physical program. Teachers will be notified via email (see
Figure B) of this meeting.
During the faculty meeting, the program will be introduced by using a PowerPoint
showing graph, stats, and data, explaining why physical activity is so important to all students,
especially students with ADHD. Since this is a new program, parent notification would be
needed. The administration will send out an information sheet explaining the program, which
will need to be signed by the parent and returned to school as soon as possible. As an incentive
the 1st teacher in each grade level with all of the forms returned will be given a t-shirt (see Figure
C) as prize. Teachers who would like to buy a t-shirt can do so from our PTSA for $8.00.
While implementing this program school wide, teachers will be given examples of lesson
plans that implement physical activity in classroom allowing the students to be active. A program
that teachers will receive is the Scavenger Hunt program that encourages students to use their
iPods, tablets, and smartphones to find the listed items that correlate with the given lesson.
During these lessons teachers would be teaching positive healthy behaviors in the classroom by
incorporating physical activities within the lesson.

THE BENEFITS OF PHYSICAL ACTIVITY FOR STUDENTS WITH ADHD

The final step in this plan will be to host a family night to introduce the program.
Centerra Mirage will host a family/community kickball game in the baseball field adjacent to the
school on a Thursday evening from 5:30p.m -7:00 pm. At this event tables will be set up with
information, data, and statistics along with information regarding the Back to The Basics, Lets
Move! program and how it benefits all students. This event will not only get the families and
communities involved, but will also help with student/parent and teacher engagement by
providing helpful information on the benefits of physical activities in a students life.
Conclusion
Research has provided evidence that supports a positive relationship between physical
activity and learning patterns of students, specifically looking at students struggling with ADHD.
The current programs at Centerra Mirage do not provide a suitable environment for students to
be actively involved in physical activities. The Back to The Basics, Lets Move! program
allows a restructure of current policies to better address the needs of a growing and diverse
school environment. With the program in place, students will have access to more
comprehensive physical education program as well as other important elective courses of their
choosing. The implementation of the Back to The Basics, Lets Move! program, combined
with the open activity sessions before school starts, will provide students with extensive options
for their physical activity needs. This program will only succeed with total community
involvement, which is why the program will start with administration and end with parents.
Stressing the importance of the program and its positive benefits will provide a sound foundation
for the Back to The Basics, Lets Move! program to succeed and change lives.

THE BENEFITS OF PHYSICAL ACTIVITY FOR STUDENTS WITH ADHD

Appendix
Figure A

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Figure B

Figure C

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References
Attention Deficit Hyperactivity Disorder. (n.d.). Retrieved March 25, 2015, from
http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivitydisorder/index.shtml?rf=71264
Bishop, J.C., Block, M.E. (2012). Positive Illusory Bias in Children with ADHD in Physical
Education. Journal of Physical Education, Recreation & Dance, Volume 83,Number 9
(November2012),pp.4348,<http://ejournals.ebsco.com.ezproxy1.lib.asu.edu/direct.asp?ArticleID
=442186CE595BB879DD1C>

Bustamante, E. E. (2013). Physical activity intervention for ADHD and DBD (Order No.
3604214).Available from ProQuest Dissertations & Theses Global. (1468954505).
Retrieved from http://login.ezproxy1.lib.asu.edu/login?url=http://search.proquest.com/
docview/1468954505?accountid=4485
Frank-Briggs, A. I. (2011). Attention deficit hyperactivity disorder (ADHD). Journal Of Pediatric
Neurology, 9(3), 291-298.
NewsRx Science: Physical activity program leads to better behavior for children with ADHD
(02/05/2012). NewsRx.
Smith, A. (2013, January 1). Pilot Physical Activity Intervention Reduces Severity of ADHD
Symptoms in Young Children. Retrieved March24,2015, from http://jad.sagepub.com.
ezproxy1.lib.asu.edu/content/17/1/70

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Wigal, S. B., Emmerson, N., Gehricke, J., & Galassetti, P. (2013). Exercise: Applications to
childhood ADHD. Journal of Attention Disorders, 17(4), 279-290.
doi:http://dx.doi.org/10.1605/01.301-0022355541.2013
Ziereis, S., & Jansen, P. (03/01/2015). Research in developmental disabilities: Effects of physical
activity on executive function and motor performance in children with ADHD Elsevier.
doi:10.1016/j.ridd.2014.12.005

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