Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed

Group Psychomotor Therapy Improves Socio-Emotional and Motor Competence of Preschool Aged Children, With and Without Attention Deficit Hyperactivity Disorder

Antonis Kambas
* ORCID logo ,
Fotini Venetsanou
ORCID logo ,
Danai Kelaraki
,
Maria Karageorgopoulou
ORCID logo
Version 1 : Received: 20 September 2024 / Approved: 20 September 2024 / Online: 23 September 2024 (09:09:31 CEST)

How to cite: Kambas, A.; Venetsanou, F.; Kelaraki, D.; Karageorgopoulou, M. Group Psychomotor Therapy Improves Socio-Emotional and Motor Competence of Preschool Aged Children, With and Without Attention Deficit Hyperactivity Disorder. Preprints 2024, 2024091666. https://doi.org/10.20944/preprints202409.1666.v1 Kambas, A.; Venetsanou, F.; Kelaraki, D.; Karageorgopoulou, M. Group Psychomotor Therapy Improves Socio-Emotional and Motor Competence of Preschool Aged Children, With and Without Attention Deficit Hyperactivity Disorder. Preprints 2024, 2024091666. https://doi.org/10.20944/preprints202409.1666.v1

Abstract

Background/Objectives: Attention deficit hyperactivity disorder (ADHD) is a common childhood neurodevelopmental disorder affecting 5.29%-7.2% of children worldwide. Research supports the use of physical activity programs for children with ADHD, which have been shown to provide benefits in neuropsychological and cognitive parameters, executive functions, and social-emotional development. One such program that incorporates physical activity is group psychomotor therapy (GPT), which utilizes inclusion as a key design and implementation principle. However, there is limited data on the effectiveness of GPT for children both with and without ADHD. This study investigated the effects of group psychomotor therapy (GPT), a physical activity-based approach emphasizing inclusion, on the socio-emotional competence and motor competence of preschool aged children with and without attention deficit hyperactivity disorder (ADHD). Methods: A total of 54 children (19 with ADHD and 35 without; Mage= 61.80±5.40 months) participated in a 27-week GPT program. Assessments of motor competence and socio-emotional competence were conducted pre- and post- programme’s implementation, using the DEMOST-PRE© and the Psychosocial Adjustment Test, respectively. Results: Children without ADHD scored statistically higher scores across all assessed variables. However, both groups presented significant improvements in both motor and social-emotional competence. Conclusions: Children without ADHD scored statistically higher scores across all assessed variables. However, both groups presented significant improvements in both motor and social-emotional competence.

Keywords

GPT; ADHD; motor skills; neurodevelopmental disorders; inclusive intervention

Subject

Public Health and Healthcare, Physical Therapy, Sports Therapy and Rehabilitation

Copyright: This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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