Achievement Motivation and Learning in Physical Education. A Study with Students of Secondary Education with Attention Deficit/Hyperactivity Disorder

Abstract

Schoolchildren with ADHD are characterized by presenting difficulties related to a wide range of psychosocial problems in terms of motivation for learning in Physical Education. The aim of this study was to analyzed the effect of a 12-week curriculum-based Physical Education lessons on achievement motivation, after 12 weeks, in a group of schoolchildren with attention deficit/hyperactivity disorder (ADHD) compare to another group with typically developing (TD). To assess achievement motivation, the Spanish adaptation of the AMPETe-4 test was applied. In this study participated 13 schoolchildren with ADHD and 13 schoolchildren with TD.  The 12-week curriculum-based PE lessons, consisted of different curricular contents based on Legislative Decree 48/2015 form Community of Madrid (Spain) such as: 1. Fitness and track and field; 2. Basketball and foot orienteering, 3. Badminton and acrosport. AMPETe-4 test was applied before (pretest) and after (postest) 12 -week curriculum-based PE lessons. The results showed that schoolchildren with ADHD were less committed to learning in PE classes and with a lower perception of their motor competence compared to their peers with TD. Schoolchildren with ADHD, in both assessments, showed higher levels of anxiety when making mistakes than their peers with TD. However, schoolchildren with TD, in the post-test, showed lower levels of anxiety when making mistakes compared to the pre-test. Likewise, it can be highlighted that, in the posttest, both groups of schoolchildren, improved their levels ​​in all dimensions of the tool applied.  From this study it is deduced that PE can be an excellent way to improve the psychosocial development of schoolchildren, whether or not they manifest ADHD.