Positive Effect of Motor Sequencing Training on Executive and Motor Abilities in Children with ADHD

Background: it is known that children with ADHD have deficit both in executive and motor abilities. In our previous research we have found that motor sequencing training can effectively influence the executive and motor abilities in children with ADHD (Kiseleva et al., 2019). Is there the long-term effect of this training?

Objective: the goal of this study was to assess the impact of 12 weeks of motor sequencing training on the executive and motor abilities in children with ADHD one year later after the completion of training.

Participants and Methods: the participants were 22 children aged 6–7 years (mean age = 6.3) with ADHD. Children were included and randomly assigned to treatment conditions according to a 2×2 cross-over design. Children from intervention group participated in 12 weeks of motor sequencing training. This programme trains the child to plan, sequence and process information more effectively through repetition of goal-directed movements. We used the Luria’s child neuropsychological assessment battery for assessing executive and motor abilities in children. Effects of training were analyzed by means of an ANOVA for repeated measurements.

Results: the ANOVA has revealed (p<.05) that for all subtests on executive and motor abilities the motor sequencing training was superior to the conventional motor training, with effect sizes in the medium-to-high range (0.57-0.79).

Conclusion: the findings from this study suggest that motor sequencing training has long-term positive effect on executive and motor abilities in children with ADHD. However, we need to do further investigations to prove the effectiveness of this training for children with ADHD.