Role of Physical Education in Helping Students with ADHD: A Scoping Review

Authors

  • Ensieh Shahrjooihaghighi University of Kentucky
  • Aaron Beighle University of Kentucky
  • Heather Erwin University of Kentucky

DOI:

https://doi.org/10.18666/TPE-2026-V83-I3-12929

Abstract

Attention deficit hyperactivity disorder (ADHD) is one of the common neurodevelopmental disorders among students. This scoping review aimed to map the evidence on the role of Physical Education (PE) in helping ADHD Students. PsycINFO, MEDLINE (PubMed), Google Scholar, ProQuest, and SPORTDiscus databases were searched for evidence. Following the recommended processes for conducting a scoping review, 11 articles were included in this review. The interventions included in this review can be summarized in three clusters: reduction of symptoms, obtaining strategies, and positive impacts on feelings, relationships, performance, engagement/enjoyment. Considering the various study designs, methods, sample sizes, and PE approaches in these 11 investigations, it is challenging to determine the best PE setting to help ADHD children. However, based on the results of this review, PE classes can positively impact ADHD students. Implementing a structured movement program and integrating this program into the PE curriculum would be beneficial for ADHD students. 

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Published

2026-04-21

Issue

Vol. 83 No. 3 (2026)

Section

Articles

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