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Abstract
Attention deficit hyperactivity disorder (ADHD) is a growing disorder that is rarely addressed in the physical education setting. Through strategies of organization, offering a structured environment, and delivering a reward system to all students, students with ADHD can be provided a more familiar and comforting environment to avoid the side effects of overstimulation, inattentiveness and lack of social ability. One of the time-honored goals of physical education is maximum participation. To achieve this with students with ADHD, the first step is to adjust the teaching environment and curriculum to be inclusive of everyone. This article offers ideas to assist the physical education teacher with making reasonable adjustments to the curriculum that are both easy and beneficial for all students.
Additional information
Notes on contributors
Ashleigh K. Higgins
Ashleigh K. Higgins ([email protected]) is a graduate student in the Department of Kinesiology and Health Promotion at Troy University in Troy, AL.
J. Brandon Sluder
J. Brandon Sluder is an associate professor in the Department of Kinesiology and Health Promotion at Troy University in Troy, AL.
Jessica M. Richards
Jessica M. Richards is a graduate student in the Department of Kinesiology and Health Promotion at Auburn University in Auburn, AL.
Alice M. Buchanan
Alice M. Buchanan is an associate professor in the Department of Kinesiology at Auburn University in Auburn, AL.