The level and changes in motor competence of pupils with attention-deficit/hyperactivity disorder (ADHD)

Abstract

The aim of the study was to quantify the level of fundamental motor competencies in pupils with Attention-Deficit/Hyperactivity Disorder (ADHD), analyse changes in their performance over the monitored period, and compare the results with normative standards established for their age group. The research sample consisted of five fifth-grade students attending a primary school for children with attention and activity disorders (n = 5; aged 10–12 years). Two assessments (T1–T2) were conducted over a four-month interval. Partial and total MOBAK scores, percentage gains, effect sizes (Cohen’s d), correlations, and comparisons with estimated normative values for 11-year-old pupils were evaluated. All participants demonstrated improvement in their overall MOBAK scores (T1 = 4.2; T2 = 7.0; +66.7%). The greatest progress was observed in the dimension of body control (+87.5%). Effect sizes ranged from moderate to large (d = 0.74–1.00). Percentile comparisons revealed heterogeneous profiles of motor competencies: three participants achieved average to above-average performance levels, whereas two remained below the normative standard. The MOBAK 5–6 test battery proved to be a sensitive, reliable, and pedagogically applicable instrument for assessing motor competencies in students with ADHD. The findings support the need for individualized motor interventions, the development of teachers’ diagnostic competencies, and the regular monitoring of motor development in special education settings in accordance with international standards.