Designing sport and physical activity interventions for children and adolescents with ADHD: a conceptual framework
| Date | 27 August 2024 |
| Pages | 349-359 |
| DOI | https://doi.org/10.1108/MHRJ-01-2024-0004 |
| Published date | 27 August 2024 |
| Author | Jennifer Meggs |
Designing sport and physical activity
interventions for children and adolescents
with ADHD: a conceptual framework
Jennifer Meggs
Abstract
Purpose –This paper aims to present a theoretical framework and underpinning evidence to support
researchersand practitioners to systematicallydesign sport and exerciseinterventions.
Design/methodology/approach –The framework highlights the theoretical underpinnings and
practical feasibilityconsiderations that are importantwhen designing sport and exercise interventionsfor
childrenand adolescents with attention deficit hyperactivitydisorder (ADHD).
Findings –Future researchmay wish to apply and evaluate the utility of this framework and researchand
practiceand make recommendations for further refinement.
Originality/value –The quality and strength of conclusions from this body of research has been
undermined by a lack of methodological quality and clarity in thesestudies. One criticism has been the
lack of an evidence based, transparent and consistent approach to the design of physical activity and
sport interventions and selection of outcome measures.This paper will facilitate the transparent and
evidence-baseddecision-making to guide the design of sport/physicalactivity interventions for children/
adolescentswith ADHD.
Keywords Adolescents, Sport, ADHD, Executive functioning
Paper type Conceptual paper
Introduction
Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental condition that
manifests in childhood and continues throughout an individual’s life (APA, 2013). The core
diagnostic features include a persistent pattern of inattention and/or hyperactivity-
impulsivity that interfereswith functioning or development as characterised by:
䊏inattention; and/or
䊏hyperactivity.
In order for a clinical diagnosisto be made, the symptom presentationshould have been
apparent in numerous contexts prior to the age of 12 years and significantly interfere with
quality of functioning. Moreover, the symptoms should not occur exclusively in the context
of an acute psychotic condition or be better explained by another mental disorder (DSM-5;
2013). The social cognitive challenges associated with ADHD typically relate to challenges
maintaining relationships and prioritising or managing different social-cognitive demands
(Young et al.,2020). It is also relatively common for people with ADHD to present with
comorbid learning differences (Czamara et al.,2013) including developmental condition
disorder or dyspraxia and autism spectrum disorder (Davis and Collins, 2012). Moreover,
individuals with ADHD have been shown to have a higherincidence of comorbid conditions
such as anxiety, depression and substanceuse disorders (Kessler et al.,2006).
Jennifer Meggs is based at
the Psychology Department,
School of Social Sciences,
Heriot-Watt University,
Edinburgh, UK.
Received 10 January 2024
Revised 23 May 2024
26 June 2024
Accepted 29 July 2024
DOI 10.1108/MHRJ-01-2024-0004 VOL. 29 NO. 42024, pp. 349-359, ©Emerald Publishing Limited, ISSN 1361-9322 jMENTAL HEALTH REVIEW JOURNAL jPAGE 349
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