Welcome to the final instalment in our insight series aimed at enlightening physical education (PE) teachers on the range of learning differences in their classes and how to cultivate an inclusive and supportive environment. Today’s insight will highlight the significance of understanding Attention Deficit Hyperactivity Disorder (ADHD) by delving into its intricate dynamics and impact on learning and behaviour in the PE setting.
We hope this insight will help you to recognise the unique challenges faced by students with ADHD and develop adaptive teaching strategies that build on learning strengths to foster inclusivity and success. We aim to equip PE educators with the knowledge and tools necessary to create supportive environments where every student can thrive.
What is Attention Deficit Hyperactivity Disorder (ADHD)
According to Great Ormond Street Hospital NHS Foundation Trust, ADHD, a neurodevelopmental disorder, presents a consistent behavioural pattern impacting children across various settings. Its onset is typically early, extending into adolescence and adulthood. Symptoms often manifest upon school entry, where educators may observe challenges such as restlessness, difficulty focusing, or impulsivity in classroom interactions. ADHD can have a big impact on school, peer relationships, self-esteem and family life.
Children diagnosed with ADHD frequently encounter learning difficulties and might struggle with tasks involving impulse control, planning, and organisation. Their performance in learning tasks may fluctuate across different situations.
Negative stereotypes of children with ADHD present an idea of a child running around uncontrollably and continuously disrupting a classroom environment. While a child with ADHD may experience physical overactivity, they may also be inattentive or easily distracted. The NHS outlines typical activities, tasks and situations that might be more difficult for a student with ADHD:
Listening to and carrying out instructions
Organisation and time management
Following instructions
Focusing and completing tasks
Coping with stress
Feeling restless or impatient
Impulsiveness and risk taking
Social interaction
These challenges result from neurological differences in executive functioning. This depends on three types of brain function: working memory, mental flexibility and self-control – all of which are highly interrelated. As explained by Harvard University’s Center on the Developing Child:
Working memory is responsible for retention and processing of information in short periods of time.
Mental flexibility assists in being able to shift our attention between different tasks and contexts, and to sustain it.
Self-control regulates our emotions and response to situations.
ADHD and girls
ADHD diagnoses are more common among boys than girls. Girls tend to exhibit predominantly inattentive symptoms, with less pronounced disruptive behaviour, potentially leading to underdiagnosis compared to boys (NHS, 2021). As they get older, they are more likely to mask the condition by working hard to mimic and fit in with ‘the norm’. This can be exhausting and lead to burnout and depression (Greenberg, 2023).
How can I support a student with ADHD in my PE lessons?
Many students with ADHD embrace the opportunity to be active in PE. They may instead find it challenging to maintain focus within the task you have set so that learning outcomes are achieved. There are many ways that you, as a PE teacher, can help students with ADHD to have rewarding and enriching learning experiences. This entails creating a learning environment in which all students can engage in PE activities in ways that make optimum use of their strengths to overcome their learning differences.
Teachers may want to consider the 5 E’s:
- Engage: Teachers can engage students with ADHD by incorporating interactive activities that involve frequent changes in movement and provide clear, concise instructions.
- Encourage: It’s essential for teachers to encourage students by providing positive reinforcement for their efforts and progress, fostering a sense of achievement and motivation.
- Empower: Teachers can empower students by involving them in decision-making processes, allowing them to choose activities or roles within the lesson, promoting a sense of control and responsibility.
- Enhance: Teachers can enhance the learning experience for students with ADHD by adapting activities to their interests and abilities, providing sensory-friendly environments, and incorporating visual aids to aid comprehension.
- Energise: To energise students with ADHD, teachers can maximise movement time throughout the lesson and keep talking to a minimum, ensuring students have opportunities to move and maintain focus.
The special strengths of ADHD
Of course, everyone is different but common positive traits of ADHD include:
Creativity
Readiness to help
Commitment
Sensitivity
Empathy
Honesty
Enthusiasm
Spontaneity
Charm
Inventiveness
Imagination
(Information ADHD, n.d.)
Key to supporting learners with ADHD is to celebrate positive behaviours when possible and clarify why that behaviour was desirable. Instead of focusing on ADHD traits as negative, think of them as resources. For example, impulsiveness also means quick comprehension and response, and restlessness might instead be regarded as energy and enthusiasm. Reframing challenges as resources are invaluable for strategising in team games or performing a vigorous role. Recognise these resources in your students and help them to recognise them too so that they can break any locked cycles of negativity. Offer praise and positive reinforcement for effort, participation, and achievements during PE activities. Celebrating small successes can boost motivation and confidence for students with ADHD.
Know the individual
Students with ADHD can become overstimulated in social situations. Find out when they most struggle. Consider reducing group work and pairing them up instead or plan groups carefully to ensure optimum collaboration. Give them regular time out in a quiet space if necessary. Frequent breaks can help students with ADHD maintain focus and attention throughout the class and reduce any overwhelm resulting from overstimulation.
Clear communication
Give short, clear and precise instructions. Chunk information into small steps given one at a time. Encourage them to repeat instructions back to you to ensure understanding, but not in front of the whole class. This helps students with ADHD better understand what is expected of them and reduces confusion.
Clear focus
Begin with small and short tasks that have a clear focus. Then slowly build to higher complexity. Use visual aids such as diagrams, charts, or demonstrations to supplement verbal instructions. Visual cues can enhance comprehension and retention for students with ADHD. Praise the student at every stage of successful completion. Although students with ADHD need predictable routines, their tasks should be varied and stimulating. Providing options allows students with ADHD to engage in activities that align with their preferences and abilities. Introduce tasks to the student and be clear on expectations. Review progress regularly.
Remove distractions
This might seem inconducive to a PE environment. However, students with ADHD are hypersensitive to distraction so think about removing unwanted stimuli that might distract them from the aims of the lesson. For example, if they are exploring movement on the mat, perhaps direct them to a mat that is not in the middle of the hall and surrounded by the activity of other students. Always consider how to provide them with the best chance of focusing on the task in hand.
Organisation
Try to maintain a simple routine and structure that is repeated so that when a student arrives to the PE lesson, they know what they need to do. This might need extra support until it becomes automatic. Embedding this into visual prompts and an individual timetable can help students with ADHD anticipate transitions and activities. Clearly communicate any changes in advance to minimise disruptions and remember to give plenty of time for deadlines. Springing sudden time pressures on a student with ADHD can be overwhelming.
For adaptive teaching strategies to help with organisation, head to our previous insight on Dyslexia
Foster Peer Support: Encourage peer support and collaboration by pairing students with ADHD with supportive classmates during group activities. Building positive relationships can enhance social interaction and teamwork skills.
Monitor and Adjust: Observe students with ADHD during PE classes and adjust strategies as needed based on their individual responses and progress. Flexibility and ongoing assessment are key to providing effective support.
Collaborate with Parents and Professionals: Maintain open communication with parents and collaborate with special education professionals to ensure that the support provided in the PE classroom aligns with the student’s individualized education plan (IEP) or accommodations.
Conclusion
In conclusion, supporting students with ADHD in PE is not only crucial for their academic and social development but also for their overall well-being. By implementing strategies such as providing clear instructions, breaking tasks into manageable steps, offering frequent breaks, and incorporating activities that cater to their interests and strengths, educators can create an inclusive environment where students with ADHD can thrive. Additionally, fostering understanding and empathy among peers can further enhance the experience for these students. With patience, understanding and flexibility, you can help students with ADHD to build confidence, improve focus, and develop lifelong participation in physical activity.
Next in our Neurodiversity Series
Keep a look out for the final insight in our neurodiversity series on Autism.
Previous insights have included:
An introduction to neurodiversity
Adaptive teaching strategies for neurodivergent students
Autism and creating a supportive PE environment
Dyslexia: what is it and how to support students
Supporting students with Developmental Coordination Disorder (DCD)/dyspraxia in PE
Read
An Exercise Program Designed for Children with ADHD
References
Greenberg, S., 2023. “ADHD Masking Is Another Undue Burden for Women at Work” [blog] Available at: https://www.additudemag.com/neurodivergent-women-in-workplace-adhd-masking/#:~:text=Put%20simply%3B%20masking%20is%20intentionally,on%20task%20for%20a%20deadline (Accessed: 27 March 2024)
Information ADHD, no date. ‘ADHD: Recognising Strengths’. Available at: https://www.adhd-information-adult.com/adhd-self-perception-recognise-strengths.html (Accessed: 27 March 2024).
NHS, 2021. ‘Symptoms – Attention deficit hyperactivity disorder (ADHD)’ Available at: https://www.nhs.uk/conditions/attention-deficit-hyperactivity-disorder-adhd/symptoms/#:~:text=ADHD%20is%20more%20often%20diagnosed,may%20not%20always%20be%20diagnosed (Accessed: 27 March 2024).
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