Effect of Eight Weeks of Rhythmic Motor Games on Motor Proficiency, Aggression, and Academic Achievement in Children with Attention Deficit Hyperactivity Disorder

Attention Deficit Hyperactivity Disorder is one of the most common disorders in primary school children, which affects their motor, educational, and psychological functioning. The purpose of the current study was to determine the effect of rhythmic motor games on motor proficiency, aggression, and academic achievement in children with hyperactivity/attention deficit.
The present study was an experimental and pre-test post-test design. A total of 40 children, aged 8 and 9, with hyperactivity/attention deficits participated in the study from among the second and third grade students of Poldokhtar city. First, students were identified using the Conners Questionnaire for parenting forms and clinical interviews. Then, to assess motor proficiency, aggression, and academic achievement tests, we used the short form of Bruininks-Oseretsky test 2nd version (bot-2), Aggression Scale Shahim, and the participants' average scores for Mathematics, Science, and Farsi courses, respectively.
Statistical analyses showed that rhythmic motor games had a significant positive effect on motor proficiency (P = 0.001, F=189.3), aggression (P = 0.001, F=6/10), and academic achievement (P=0.004, F =4/30) in children with hyperactivity/deficiency (P>0.05).
Regarding the attractiveness and the variety of motor games, it is suggested that teachers and rehabilitation trainers use these music, lyrics, and songs to increase the skillfulness of motor, aggression, and academic achievement in children with hyperactivity/attention Disorder.