Improving Physical Fitness in Children with ADHD Through Virtual Physical Activity: A Randomized Controlled Trial

Abstract

Background: Attention-deficit hyperactivity disorder (ADHD) is a chronic condition that causes impairment in executive function. Objectives: The present randomized controlled trial aimed to assess how virtual physical activity (VPA) affected physical fitness metrics in children with ADHD. Methods: Eighty boys with ADHD, aged 7 to 10, were randomly assigned using a 1:1 allocation ratio via computer-generated block randomization to either a non-active control group (n = 40) or a 12-week VPA intervention group (n = 40). A third, typically developing (TD) comparison group (n = 40) was also included. Twice-weekly online workouts that focused on locomotor, manipulative, and stability abilities were part of the intervention. Physical fitness outcomes were assessed at baseline, immediately post-intervention, and at 12-week follow-up using standardized measures of physical fitness. Data analysis was conducted using descriptive statistics and a series of combined two-way variance analyses with repeated measurements at a significance level of 0.05, using SPSS23 software. Results: The results demonstrated that children in the VPA group outperformed children in the control group in terms of aerobic capacity, muscle strength, and flexibility (P < 0.01, η2 from 0.28 to 0.34). At the follow-up, these increases persisted. The indices of physical fitness showed significant impact sizes. The control group showed no discernible gains. According to research, structured VPA programs provide children with ADHD with a non-pharmacological, useful, pleasurable, and efficient means of promoting their physical development. Conclusions: These findings have significant ramifications for how educational and therapeutic approaches are developed and applied in environments that assist people with developmental disabilities.