Shahid Beheshti University of Medical Sciences The Scientific Journal of Rehabilitation Medicine 2251-8401 14 2 2025 05 22 The Effect of Perceptual-motor Exercises on Cognitive Performance of Children With Attention Deficit Hyperactivity Disorder The Effect of Perceptual-motor Exercises on Cognitive Performance of Children With Attention Deficit Hyperactivity Disorder 248 261 1101804 10.32598/SJRM.14.2.3311 FA Reza Shadfar Department of Behavioral and Cognitive Sports Sciences, Faculty of Sports and Health Sciences, University of Tehran, Tehran, Iran. 0000-0003-4399-559X Davood Homanian Department of Behavioral and Cognitive Sports Sciences, Faculty of Sports and Health Sciences, University of Tehran, Tehran, Iran. 0000-0003-3250-832X Mahmoud Sheikh Department of Behavioral and Cognitive Sports Sciences, Faculty of Sports and Health Sciences, University of Tehran, Tehran, Iran. 0000-0003-4029-3568 Fazlollah Bagherzadeh Department of Behavioral and Cognitive Sports Sciences, Faculty of Sports and Health Sciences, University of Tehran, Tehran, Iran. 0000-0003-3866-5756 Journal Article 2024 12 15 <strong>Background and Aims</strong> The inability of individuals with attention deficit hyperactivity disorder (ADHD) to maintain attention for physical activities in schools has resulted in hyperactive children missing out on the most available school-level intervention; whereas, perceptual-motor training and physical activity programs improve cognitive performance in individuals with ADHD. Hence, the present study compares the effects of perceptual-motor training and physical education on cognitive performance in children with ADHD.<br /><strong>Methods</strong> A total of 36 boys aged 10 to 12 years with ADHD were divided into three groups as follows: a perceptual-motor exercises group, a physical activity group, and a control group. The experimental groups underwent 12 sessions over four weeks, with three 45-min sessions per week. The participants completed the Wisconsin card sorting test and the Wechsler intelligence scale before and after the intervention. Meanwhile, paired t-tests and mixed analysis of variance were used for within-group and between-group comparisons, respectively.<br /><strong>Results</strong> The results of the paired t-test indicated significant improvements in perseverative errors, total errors, and numerical memory in both the perceptual-motor exercises group and the physical activity group from pre-test to post-test (P<0.005). The mixed analysis of variance results revealed significant differences among the three groups in all scores of perseverative errors (P<0.0005), total errors (P<0.005), and numerical memory (P<0.005) at the post-test stage. Post-hoc analysis showed that the perceptual-motor exercises group achieved significantly better scores in perseverative errors (P<0.005), total errors (P<0.005), and numerical memory (P<0.005) compared to the physical activity group.<br /><strong>Conclusion</strong> The perceptual-motor exercises, which combine physical movements with cognitive tasks, help children with ADHD enhance their brain’s cognitive abilities. These exercises impact the prefrontal cortex of the brain, which is responsible for complex functions such as attention and memory. <strong>Background and Aims</strong> The inability of individuals with attention deficit hyperactivity disorder (ADHD) to maintain attention for physical activities in schools has resulted in hyperactive children missing out on the most available school-level intervention; whereas, perceptual-motor training and physical activity programs improve cognitive performance in individuals with ADHD. Hence, the present study compares the effects of perceptual-motor training and physical education on cognitive performance in children with ADHD.<br /><strong>Methods</strong> A total of 36 boys aged 10 to 12 years with ADHD were divided into three groups as follows: a perceptual-motor exercises group, a physical activity group, and a control group. The experimental groups underwent 12 sessions over four weeks, with three 45-min sessions per week. The participants completed the Wisconsin card sorting test and the Wechsler intelligence scale before and after the intervention. Meanwhile, paired t-tests and mixed analysis of variance were used for within-group and between-group comparisons, respectively.<br /><strong>Results</strong> The results of the paired t-test indicated significant improvements in perseverative errors, total errors, and numerical memory in both the perceptual-motor exercises group and the physical activity group from pre-test to post-test (P<0.005). The mixed analysis of variance results revealed significant differences among the three groups in all scores of perseverative errors (P<0.0005), total errors (P<0.005), and numerical memory (P<0.005) at the post-test stage. Post-hoc analysis showed that the perceptual-motor exercises group achieved significantly better scores in perseverative errors (P<0.005), total errors (P<0.005), and numerical memory (P<0.005) compared to the physical activity group.<br /><strong>Conclusion</strong> The perceptual-motor exercises, which combine physical movements with cognitive tasks, help children with ADHD enhance their brain’s cognitive abilities. These exercises impact the prefrontal cortex of the brain, which is responsible for complex functions such as attention and memory. https://medrehab.sbmu.ac.ir/article_1101804_41fe9e19a4a66fb080c3a32b999f7bc3.pdf