Vol. 8 No. 1 (2026): Jan - Mar 2026
Mind, brain and educational science

Studying through movement: motor activities to improve performance in children with ADHD – A psychoeducational protocol

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  • Lorena Vincenza Perrone,
  • Antonietta Gambino,
  • Giulia Imperiale,
  • Gaia Vangelista
Lorena Vincenza Perrone
SiPGI - School of Specialization in Integrated Gestalt Psychotherapy, Trapani, Italy
Antonietta Gambino
SiPGI - School of Specialization in Integrated Gestalt Psychotherapy, Trapani, Italy
Giulia Imperiale
SiPGI - School of Specialization in Integrated Gestalt Psychotherapy, Trapani, Italy
Gaia Vangelista
SiPGI - School of Specialization in Integrated Gestalt Psychotherapy, Trapani, Italy
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DOI: https://doi.org/10.32069/PJ.2021.2.277

Published 2026-03-20

Keywords

  • ADHD, Hyperactivity, Neuropsychomotor intervention.

How to Cite

Perrone, L. V., Gambino, A., Imperiale, G., & Vangelista, G. (2026). Studying through movement: motor activities to improve performance in children with ADHD – A psychoeducational protocol . Phenomena Journal - International Journal of Psychopathology, Neuroscience and Psychotherapy, 8(1), 18–26. https://doi.org/10.32069/PJ.2021.2.277

Copyright (c) 2026 Vincenza Perrone, Antonietta Gambino, Giulia Imperiale, Gaia Vangelista

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Abstract

In the psychoeducational field, identifying effective strategies to support the learning and development of children with Attention-Deficit/Hyperactivity Disorder is a key priority. An emerging approach involves integrating structured motor activities into the educational routine. This article examines the effectiveness of such activities as pedagogical tools for improving academic performance in children with Attention-Deficit/Hyperactivity Disorder, using a clearly defined intervention protocol. The study explores how different forms of physical activity can be strategically incorporated into educational contexts to facilitate homework completion and reduce anxiety and frustration associated with these tasks. In addition, it investigates how exercise may enhance cognitive functioning and foster a more inclusive and supportive learning environment. Various types of motor activities and their impact on academic performance and behavior are analyzed. The implementation of this psychoeducational protocol may provide new perspectives for educators, parents, and special education professionals, promoting a more dynamic, individualized, and integrated approach to learning.

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