A systematic review of interventions targeting physical literacy outcomes for children and adolescents with ADHD : Effects on affective, cognitive, behavioural and physical domains

Attention‐deficit/hyperactivity disorder (ADHD) affects children and adolescents' educational, social and emotional aspects and can persist in adulthood. In this context, physical activity (PA) plays a crucial role in enhancing their physical and psychological well‐being and potentially increasing their health‐related quality of life (HRQoL). Improving the domains of physical literacy (PL) (motivation and confidence, physical competence, knowledge and understanding and engagement in lifelong physical activity) may have a positive impact on PA levels and overall well‐being in youth with ADHD. Thus, it may be of interest to understand how these domains are addressed, assessed and developed in this population. A systematic literature review (SLR) was conducted using the electronic databases Web of Science, PubMed, Scopus and SPORTDiscus to analyse the effects of PA interventions for children and adolescents with ADHD and their relatedness to PL, published up to 29 August 2024. Only original articles, written in Spanish/English, with physical activity/exercise interventions for children and adolescents aged 6–18 years old with ADHD, were considered. Initially, 1312 studies were identified as potentially relevant references and 15 manuscripts were ultimately included in this systematic review after applying the inclusion/exclusion criteria. The methodological quality of the reviewed papers was also assessed using the PEDro scale. Most interventions showed positive outcomes, particularly in the physical domain, with limited but promising effects observed in cognitive, affective and behavioural domains. However, the protocols and instruments used to assess their impact varied, showing a lack of uniformity in these terms. Therefore, further high‐quality and consistent approaches are needed, utilising a specific physical literacy assessment battery (or adapting it to the context) to comprehensively assess PL concerning this specific population. Context and implications Rationale for this study: Despite the value of physical literacy (PL) for child development, its assessment and integration within physical activity interventions for youth with ADHD remain unexplored. Why the new findings matter: Physical activity interventions for youth with ADHD showed positive effects regarding PL domains, but most focused on physical outcomes and rarely evaluated PL specifically and holistically, revealing a substantial gap in current research and practice. Implications for researchers and practitioners: Findings indicate the need for multidimensional, theory‐based approaches that address PL holistically in youth with ADHD across all domains (physical, cognitive, affective and behavioural). Practitioners are encouraged to design comprehensive and inclusive programmes to promote physically literate individuals. Beyond physical competence, other PL elements (e.g., motivation, confidence, enjoyment and commitment, knowledge and understanding) should be incorporated to stimulate development, meaningful learning and commitment to healthy behaviours. Future research should identify these priority areas and develop high‐quality interventions that better integrate physical literacy and use standardized assessments to advance evidence‐based educational practice in children and adolescents with ADHD.