Journal of paediatrics and child health · 2026
Effects of a Parent-Participatory Physical Activity and Psychoeducation Program on Anxiety, Depression, and Social Skills in Children With ADHD.
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Kim Bumcheol, Jang Dae-Hyun, Park Ejin, Kim Jaewon
Аннотация
OBJECTIVE: To examine the effects of a parent-participatory (PP) physical activity (PA) program combined with psychoeducation (PE) incorporating psychological skills training (PST) components on anxiety, depression, and social skills in children with ADHD.
METHODS: A total of 33 children with ADHD, aged 7-12 years, were allocated to one of three groups: PA combined with PE incorporating PST components (PA + PE, n = 12), PA only (n = 10), or a control group (n = 11). The intervention was delivered for 8 weeks. Anxiety, depression, and social skills were assessed at baseline, post-intervention, and 6-month follow-up using the RCMAS, the CDI, and the K-SSRS-P, respectively. A two-way mixed-design repeated-measures ANOVA was used to evaluate intervention effects.
RESULTS: Significant time × group interaction effects were observed for anxiety (p < 0.001) and depression (p < 0.001), but not for social skills (p = 0.320). From baseline to post-intervention, the PA + PE group showed reductions in anxiety (d = -1.79) and depression (d = -2.99), while the PA-only group also showed reductions in anxiety (d = -1.29) and depression (d = -0.95).
CONCLUSIONS: PP PA, with or without PE incorporating PST components, may contribute to improvements in anxiety and depression in children with ADHD. Although numerically greater improvements were observed in the PA + PE group, its additional benefit over PA alone was not statistically established. Further adequately powered studies are needed to clarify the potential added contribution of PE and its effects on social skills.
TRIAL REGISTRATION: Clinical Research Information Service (CRIS) as KCT0010046.
METHODS: A total of 33 children with ADHD, aged 7-12 years, were allocated to one of three groups: PA combined with PE incorporating PST components (PA + PE, n = 12), PA only (n = 10), or a control group (n = 11). The intervention was delivered for 8 weeks. Anxiety, depression, and social skills were assessed at baseline, post-intervention, and 6-month follow-up using the RCMAS, the CDI, and the K-SSRS-P, respectively. A two-way mixed-design repeated-measures ANOVA was used to evaluate intervention effects.
RESULTS: Significant time × group interaction effects were observed for anxiety (p < 0.001) and depression (p < 0.001), but not for social skills (p = 0.320). From baseline to post-intervention, the PA + PE group showed reductions in anxiety (d = -1.79) and depression (d = -2.99), while the PA-only group also showed reductions in anxiety (d = -1.29) and depression (d = -0.95).
CONCLUSIONS: PP PA, with or without PE incorporating PST components, may contribute to improvements in anxiety and depression in children with ADHD. Although numerically greater improvements were observed in the PA + PE group, its additional benefit over PA alone was not statistically established. Further adequately powered studies are needed to clarify the potential added contribution of PE and its effects on social skills.
TRIAL REGISTRATION: Clinical Research Information Service (CRIS) as KCT0010046.