a Center for Children and Families and Department of Psychology , Florida International University.
b Department of Child and Adolescent Psychiatry and Behavioral Sciences , Children's Hospital of Philadelphia.
J Clin Child Adolesc Psychol. 2019;48(sup1):S155-S167. doi: 10.1080/15374416.2016.1270829. Epub 2017 Jan 19.
The current study examined the relative efficacy of behavioral sports training, medication, and their combination in improving sports competence among youth with attention deficit/hyperactivity disorder (ADHD). Participants were 73 youth (74% male; 81% Hispanic) between the ages of 5 and 12 diagnosed with Diagnostic and Statistical Manual of Mental Disorders (4th ed.) ADHD enrolled in a Summer Treatment Program (STP). The study consisted of a 2 (medication: methylphenidate, placebo) × 2 (sports training: instruction and practice, recreational play) between-groups design and was conducted over a 3-week period during the STP. Sports training was conducted with a novel sport, badminton, to limit previous sport knowledge and to differentiate it from concurrent sports training that occurred within the STP. Objective and subjective measures of sports skills, knowledge, and behavior were collected. Results indicated that, relative to recreational play, brief sports training improved observed and counselor-rated measures of sports competence including sports skills, knowledge, game awareness, effort, frustration, and enjoyment. During sports training, medication incrementally improved children's observed rule following behavior and counselor-rated sportsmanship relative to placebo. In the absence of sports training, medication improved behavior, effort, and sport knowledge. Training in sports skills and rules produced the largest magnitude effects on sports-related outcomes. Therefore, skills training, rather than medication alone, should be used in conjunction with behavioral intervention to teach sports to youth with ADHD. It is recommended that medication be used only as an adjunct to highly structured sports skills training for youth who display high rates of negative behavior during sports activities.
本研究考察了行为运动训练、药物治疗及其组合在提高注意力缺陷/多动障碍（ADHD）青少年运动能力方面的相对效果。参与者为 73 名年龄在 5 至 12 岁之间、被诊断为《精神障碍诊断与统计手册》（第四版）ADHD 的青少年（74%为男性；81%为西班牙裔），他们参加了一个暑期治疗计划（STP）。该研究采用了 2（药物：哌醋甲酯，安慰剂）×2（运动训练：指导和练习，娱乐性游戏）的组间设计，并在 STP 期间进行了为期 3 周的研究。运动训练是通过一项新的运动——羽毛球来进行的，以限制之前的运动知识，并使其与同时进行的 STP 中的其他运动训练区分开来。收集了客观和主观的运动技能、知识和行为测量结果。结果表明，与娱乐性游戏相比，短暂的运动训练提高了观察和顾问评估的运动能力，包括运动技能、知识、游戏意识、努力、挫折感和乐趣。在运动训练期间，与安慰剂相比，药物治疗可提高儿童观察到的遵守规则行为和顾问评估的运动道德。在没有运动训练的情况下，药物治疗可改善行为、努力和运动知识。运动技能和规则的训练产生了对与运动相关结果的最大影响。因此，应该将技能训练而不是单独的药物治疗与行为干预结合起来，教授 ADHD 青少年运动。建议仅在运动活动中表现出高比例负面行为的青少年使用药物作为高度结构化运动技能训练的辅助手段。
