The effectiveness of cognitive-motor learning training on social adjustment, motor skills and ADHD symptoms reduce in preschool children aged 5 and 6 years

Deficit attention deficit hyperactivity disorder (ADHD) is defined as a pattern of severe attention deficit hyperactivity disorder or continuous neglect with more repetition than children with the same growth rate. The aim of this study was to determine the effectiveness of cognitive-motor learning training on social adjustment, motor skills and ADHD / ADHD in preschool children aged 5 and 6 years with this disorder. The present study is a semi-experimental pre-test-posttest with control group. The statistical population of this study included all children of preschool centers in 2nd district of Tehran province. Of these, 90 people were randomly selected and randomly assigned to experimental and control group. Data were obtained using Social Development Scale (Winelland, 1965), Brauninx-Oseretsky Motion Excellence Scale short-form (1978), and the Conners-Wald Formula Child Behavioral Scale (Ritman et al., 1998). Data analysis was performed using Multivariate Covariance Analysis. The findings showed that cognitive-motor learning improved social compatibility (P<0/0001), motor skill (P<0/0001) and total reduction of attention deficit / hyperactivity disorder syndrome (P<0/0001) In these children. It can be concluded that the training of perceptual motor games on the improvement of social adjustment, the skill of motor skill and reduction of total ADHD, and the empowerment of children with attention deficit hyperactivity disorder (ADHD).