Preliminary Effects of a Structured Table Tennis Intervention on Visuomotor Coordination, Reaction Time, Inhibitory Control, and Self-Regulation in University Students with Attention-Deficit/Hyperactivity Disorder and Level 1 Autism: A Mixed-Methods Pilot

Effective inclusion of neurodivergent students in higher education requires accessible, feasible, and methodologically evaluable interventions that move beyond exclusively discursive support. This study aimed to analyze the effects of a structured table tennis intervention on visuomotor coordination, reaction time, inhibitory control, and perceived self-regulation in university students with attention-deficit/hyperactivity disorder and level 1 autism, as well as to assess its feasibility, acceptability, and perceived usefulness. A mixed-methods pilot study with quantitative predominance was conducted using a one-group quasi-experimental longitudinal design with repeated measures in 25 university students. The intervention lasted 12 weeks and included 36 structured sessions. Analyses comprised descriptive statistics, Friedman tests for three-time-point variables, Wilcoxon signed-rank tests for pre-post measures, and nonparametric effect sizes. Results showed significant improvements in reaction time, inhibitory control, visuomotor coordination, and perceived self-regulation, together with high implementation feasibility, a mean attendance rate of 87.33%, 100% retention, and no attrition. Qualitative findings indicated perceived benefits in concentration, emotional regulation, motor confidence, and social interaction. The intervention appears to be a preliminarily promising and feasible strategy for inclusive higher education settings, although its effects should be interpreted cautiously due to the pilot nature of the study.