Open AccessSocial Preferences for Learning in Physical Education among Secondary Students with Attention Deficit/Hyperactivity Disorder (ADHD). [Preferencias Sociales de Aprendizaje en Educación Física entre Estudiantes de Secundaria con Trastorno por Déficit de Atención/Hiperactividad (TDAH)].
Author(s) -
Miguel Villa-de Gregorio,
Luis Pérez,
María Isabel Barriopedro Moro
Publication year - 2022
Publication title -
revista internacional de ciencias del deporte
Language(s) - English
Resource type - Journals
ISSN - 1885-3137
DOI - 10.5232/ricyde2022.06804
Subject(s) - psychology , attention deficit hyperactivity disorder , curriculum , preference , competition (biology) , developmental psychology , clinical psychology , pedagogy , ecology , biology , economics , microeconomics
This study examined the effect of a 12-weeks curriculum-based PE (Physical Education) program on social preferences for learning in PE in Spanish secondary students with attention deficit/hyperactivity disorder (ADHD) and typical development (TD). The sample consisted of 13 students with ADHD (9 boys and 4 girls, aged 15 years) and 13 students (9 boys and 4 girls, aged 15 years) without attentional problems (TD). Before (pretest) and after (postest) the PE program, all participants completed the Graupera/Ruiz Scale of Social Interaction Preferences in PE Learning (GR-SIPPEL) which analyzes four learning preference dimensions: cooperation, competition, fellowship, and individualism. After the PE program, the ADHD students showed an increase in their cooperation, competition, and individualism scores. They did not show a significant increase in the fellowship dimension. A curriculum-based PE program could influence the social preferences for learning in PE by being an excellent way to promote their relationships with other classmates.