This study examined the effect of a 12-weeks curriculum-based PE (Physical Education) program on social preferences for learning in PE in Spanish secondary students with attention deficit/hyperactivity disorder (ADHD) and typical development (TD). The sample consisted of 13 students with ADHD (9 boys and 4 girls, aged 15 years) and 13 students (9 boys and 4 girls, aged 15 years) without attentional problems (TD). Before (pretest) and after (postest) the PE program, all participants completed the Graupera/Ruiz Scale of Social Interaction Preferences in PE Learning (GR-SIPPEL) which analyzes four learning preference dimensions: cooperation, competition, fellowship, and individualism. After the PE program, the ADHD students showed an increase in their cooperation, competition, and individualism scores. They did not show a significant increase in the fellowship dimension. A curriculum-based PE program could influence the social preferences for learning in PE by being an excellent way to promote their relationships with other classmates.
CITATION STYLE
Gregorio, M. V. D., Pérez, L. M. R., & Moro, M. I. B. (2022). Social Preferences for Learning in Physical Education among Secondary Students with Attention Deficit/Hyperactivity Disorder (ADHD). RICYDE: Revista Internacional de Ciencias Del Deporte, 18(68), 113–126. https://doi.org/10.5232/ricyde2022.06804
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