Christ Tabea, Boström Kim Joris, Ohrmann Patricia, Britz Henrike, Wagner Heiko, Bohn Christiane
Department of Movement Science, University of Münster, Münster, Germany.
Medical Directorate, LWL-Klinik Münster, Münster, Germany.
Front Pediatr. 2024 Dec 2;12:1452851. doi: 10.3389/fped.2024.1452851. eCollection 2024.
This study aimed to investigate whether a four-month skateboarding workshop can positively affect attention-focusing skills and postural control in terms of static and dynamic balance in addition to symptoms of ADHD in school-aged children ( = 58). Kinematic and kinetic movement analysis, attention-focusing tests as well as symptom questionnaires were employed to measure differences caused by the skateboarding intervention. A weekly skateboarding workshop was conducted with children diagnosed with ADHD which intended to encourage children to autonomously engage in physical activity. Group differences were analyzed using a generalized linear mixed model. A partial correlation was used to investigate possible relationships between the variables.
A preceding analysis confirmed that children with ADHD perform statistically significantly inferior in the employed tests of balance and concentration ability than unaffected peers of the same age. The main analysis showed that after the skateboarding intervention, children with ADHD were able to improve cognitive and motor test performances as well as symptom expression significantly. Significant improvements were likewise found in the waitlist control group, these were however less pronounced compared to those of the skateboarding intervention group. The correlation analysis revealed that there is no reciprocal influence between cognitive and motor skills, nor between motor skills and ADHD symptomatology in the present patient group. Possible explanations are discussed.
Skateboarding as a form of movement intervention can be considered an effective method for children with ADHD to deal with their symptoms and deficits. An intervention period of four months has helped children with ADHD discover and embrace an informal sport like skateboarding, thereby finding enjoyment in movement and practice a skill from intrinsic motivation. To retain the benefits, it is advisable to practice a sport on a long-term basis. Thorough conceptualizations to implement this type of therapy await further research.
本研究旨在调查为期四个月的滑板工作坊是否能对学龄儿童（n = 58）的注意力集中技能、静态和动态平衡方面的姿势控制以及多动症症状产生积极影响。采用运动学和动力学运动分析、注意力集中测试以及症状问卷来测量滑板干预所引起的差异。对被诊断患有多动症的儿童开展了每周一次的滑板工作坊，旨在鼓励儿童自主参与体育活动。使用广义线性混合模型分析组间差异。采用偏相关分析来研究变量之间可能存在的关系。
前期分析证实，在平衡和注意力集中能力测试中，患有多动症的儿童在统计学上显著低于同龄未受影响的同龄人。主要分析表明，经过滑板干预后，患有多动症的儿童在认知和运动测试表现以及症状表达方面有显著改善。在候补对照组中同样发现了显著改善，然而与滑板干预组相比，这些改善并不那么明显。相关分析显示，在本患者组中，认知与运动技能之间、运动技能与多动症症状学之间均不存在相互影响。对可能的原因进行了讨论。
滑板作为一种运动干预形式，可被视为帮助多动症儿童应对其症状和缺陷的有效方法。四个月的干预期帮助患有多动症的儿童发现并接受了像滑板这样的非正规运动，从而在运动中找到乐趣，并从内在动机出发练习一项技能。为保持这些益处，建议长期进行体育运动。关于实施这类疗法的全面概念化有待进一步研究。
