چكيده لاتين
Attention-Deficit/Hyperactivity Disorder (ADHD) is among the most prevalent neurodevelopmental disorders in childhood and is frequently accompanied by deficits in Executive and motor functions. The present study examined the effects of a Square-Stepping Exercise (SSE) on Executive and motor functions in children with ADHD. This quasi-experimental study included 34 male students aged 7–9 years who had been clinically diagnosed with ADHD. Participants were recruited through purposive sampling and randomly assigned to either an experimental group (n = 16) or a control group (n = 18). The experimental group engaged in an eight-week SSE intervention consisting of three 70-minute sessions per week. Both groups were evaluated at baseline, Pre-test, post-test and follow-up test (One month). Sustained attention (omission errors), selective attention (commission errors), and average response time were assessed using the Continuous Performance Test (CPT). working memory (correct responses) was evaluated with the N-Back test. Shifting attention, Response inhibition, impulsivity was measured using the Go/No-Go task. The stork test and Y balance test were used to assess static and dynamic balance, respectively. Data were analyzed using a 3 × 2 repeated measures analysis of variance in RStudio (version 2.0.3). Results indicated that the experimental group demonstrated significantly greater improvements than the control group at post-test and follow-up test in sustained attention (F(1,32) = 131.46, p < .001, ŋp² = 0.804), selective attention (F(1,32) = 22.47, p < .001, ŋp² = 0.413), shifting attention (F(1,32) = 109.61, p < .001, ŋp² = 0.774), working memory (F(1,32) = 117.29, p < .001, ŋp² = 0.786), response time (F(1,32) = 40.39, p < .001, ŋp² = 0.558), response inhibition (F(1,32) = 115.16, p < .001, ŋp² = 0.783), impulsivity (F(1,32) = 80.84, p < .001, ŋp² = 0.716), static balance (F(1,32) = 14.42, p < .001, ŋp² = 0.311) and dynamic balance (F(1,32) = 74.58, p < .001, ŋp² = 0.7). Furthermore, the within-group analysis revealed no significant difference in the performance of the experimental group on the variables of sustained attention (p =.067), selective attention (p =.523), shifting attention (p =1), working memory (p =.406), response time (p=1), response inhibition (p =1), impulsivity (p =1), static balance (p =1) and dynamic balance (p =1)between the post-test and the follow-up assessments. Overall, these findings suggest that square-stepping exercise, as a cognitive–motor intervention, may serve as an effective approach for enhancing executive functions and motor functions in children with ADHD.
