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dc.contributor.authorSmith, LaToria
dc.date.accessioned2023-05-03T21:18:38Z
dc.date.available2023-05-03T21:18:38Z
dc.date.issued2021-12-23
dc.identifier.urihttp://hdl.handle.net/20.500.12648/8670
dc.description.abstractPhysical activity is one of the most essential factors to physical and mental health and is vital to children. Understanding the importance of living a healthy lifestyle and being physically active is beneficial to children’s futures. While important for all children, physical activity is especially important for children with Attention Deficit Hyperactivity Disorder (ADHD). Children with ADHD typically have difficulty with their executive functioning – that is, their abilities to plan, organize, concentrate on one task, and switch focus when needed. Regular physical activity improves executive functioning by reducing symptoms of ADHD such as inattention, impulsivity and hyperactivity (Verret et al., 2012). It is important, then, that physical educators improve their lessons in order to provide lessons with maximum activity, emotional, and behavioral support for students with ADHD. Therefore, the purpose of this synthesis is to review the literature on the impact of physical activity and Physical Education on elementary students with Attention Deficit Hyperactivity Disorder (ADHD)en_US
dc.language.isoen_USen_US
dc.publisherSUNY Brockport, Department of Kinesiology, Sport Studies, and Physical Educationen_US
dc.subjectAttention Deficit Hyperactivity Disorder (ADHD)en_US
dc.subjectPhysical Activityen_US
dc.titleThe Impact of Physical Activity and Physical Education on Children with Attention-Deficit Hyperactive Disorder (ADHD)en_US
dc.typeMasters Thesisen_US
dc.description.versionAMen_US
refterms.dateFOA2023-05-03T21:18:38Z
dc.description.institutionSUNY Brockporten_US
dc.description.departmentDepartment of Kinesiology, Sport Studies, and Physical Educationen_US
dc.description.degreelevelMSen_US
dc.description.advisorHouston-Wilson, Cathy


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