Quality of Physical Activity-Based Interventions for Children With Adhd: A Systematic Review and Implications for Sports Practice

Introduction: Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders in childhood and is associated with persistent difficulties in attention regulation, impulse control, emotional regulation, and social functioning [1,4]. In recent years, physical activity–based interventions have gained increasing attention as complementary approaches to standard pharmacological and behavioral treatments [6,10]. Objective: The aim of this study was to conduct a systematic review of the quality and effectiveness of physical activity–based interventions used in working with children diagnosed with ADHD, with particular emphasis on methodological rigor and implications for sport and physical education practice. Materials and methods: A systematic literature review was conducted using PubMed, Scopus, and Google Scholar. Peer-reviewed studies published between 2008 and 2024 were included if they examined structured physical activity interventions in children with ADHD. The review was conducted in accordance with PRISMA guidelines [17]. Results: The reviewed studies indicate that well-structured physical activity interventions may contribute to improvements in attention, executive functions, emotional regulation, and behavioral outcomes in children with ADHD [14,19,22]. However, considerable heterogeneity was observed in study design, intervention duration, intensity, and outcome measures [5,10]. Conclusion: Physical activity–based interventions represent a promising complementary approach in supporting children with ADHD. High-quality, structured, and individualized programs appear to yield the most consistent benefits. Further research should focus on standardized intervention protocols and long-term outcomes.