The Effect of Running Training on Improving Classroom Attention in Children with ADHD

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder characterized by symptoms of inattention, hyperactivity, and impulsivity that adversely affect children’s academic performance and behavior in classroom settings. Current ADHD management strategies, primarily pharmacological and behavioral, have limitations, prompting the exploration of alternative interventions. This study investigates the effects of a 12-week structured running training program on improving classroom attention in children with ADHD. Thirty children aged 7 to 12 years participated in a single-group intervention study, with attention, behavior, mood, and physical fitness assessed at baseline, post-intervention, and follow-up. Results showed significant improvements in classroom attention, as evidenced by reduced scores on the Conners’ Teacher Rating Scale-Revised (CTRS-R) and fewer errors on the Continuous Performance Test (CPT). Secondary outcomes indicated notable reductions in hyperactive-impulsive behaviors, anxiety, and depressive symptoms, as well as enhanced physical fitness. These findings suggest that structured running programs may be an effective non-pharmacological intervention for enhancing attention and behavior in children with ADHD. Further research should explore the long-term effects and underlying mechanisms of such interventions and investigate their integration into comprehensive ADHD management plans.