Attention Deficit Hyperactivity Disorder, from the perspective of Physical Education. Modular content

Abstract

Physical Education constitutes a privileged setting for the comprehensive development of students with Developmental Disorders and Attention Deficit Hyperactivity Disorder (ADHD), but it also presents specific challenges stemming from the characteristics of the disorder (attention deficit, hyperactivity, impulsivity), which demand specialized teacher training. Objective: The objective of this article was to propose a modular system of content for the teacher training of Physical Education teachers, aimed at optimizing educational support and promoting the effective inclusion of students with ADHD. Materials and Methods: A descriptive-propositive study was developed under a socio-critical paradigm. It proceeded through four phases, employing document review and analysis, triangulation of sources, content analysis, and validation by expert judgment. Results: A proposal of five interconnected and progressive modules was presented: 1) Neuropsychological foundations of the disorder and its impact on motor learning; 2) Assessment strategies based on Universal Design for Learning; 3) Behavior management and positive climate; 4) Design of specific tasks and curricular adaptations; and 5) Collaborative work with the educational community. Each module integrated theoretical knowledge with immediate practical applications for the Physical Education session. Conclusions: The implementation of a modular training system, focused on neuropsychological understanding and practical adaptation strategies, can empower teachers of this subject, transforming barriers into learning opportunities and promoting genuine inclusion that benefits all students.