نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه رفتارحرکتی و مدیریت ورزشی، دانشکده علوم ورزشی، دانشگاه اصفهان، اصفهان، ایران.
2 گروه رفتار حرکتی و مدیریت ورزشی، دانشکده علوم ورزشی، دانشگاه اصفهان، اصفهان، ایران.
3 گروه روانشناسی کودکان با نیازهای خاص، دانشکده علوم تربیتی، دانشگاه اصفهان، اصفهان، ایران.
کلیدواژهها
عنوان مقاله English
نویسندگان English
Extended Abstract
Background and Purpose
Motor learning is a crucial aspect of cognitive and behavioral development influenced by environmental and motivational factors. In recent years, researchers have aimed to enhance motor skill acquisition by designing optimal training conditions. One key component is the competitive atmosphere during practice, which can improve performance by increasing motivation and focus. Numerous studies have examined the impact of competition on motor learning in typical individuals; however, its effect on those with Attention Deficit Hyperactivity Disorder (ADHD) remains underexplored. Individuals with ADHD face unique cognitive and behavioral challenges that hinder learning. Since they often respond positively to external stimuli such as competition, investigating the role of competitive environments in their motor learning is especially important. This study aims to explore how competitive settings influence sport skill learning in female students with ADHD and to propose effective educational strategies to enhance performance in this group.
Methods
This study employed a quasi-experimental design with pre-test, acquisition, immediate retention, and delayed retention phases, conducted in a field setting. The statistical population included all female middle school students in Najafabad during the 2024–2025 academic year. Out of 300 students, 60 were identified using the Conners Parent Rating Scale and referred to a psychiatrist. Ultimately, 32 students diagnosed with ADHD and willing to participate were randomly assigned to two matched groups based on symptom severity: a competitive group (15 participants) and a non-competitive group (17 participants).
Data collection tools included a demographic information form (age, field of study, sports experience), a basketball free-throw test, and the Conners questionnaire. The basketball test was administered during pre-test, acquisition, and both retention phases, to measure the performances of the participants using a specific scoring system. The shooter was graded on results only: 2 points were awarded for each basket that the participant made and 1 point for an unsuccessful shot that hit the rim from above either initially or after rebounding from the backboard. To induce competition, the competitive group was publicly ranked each session by free-throw scores, with cumulative feedback provided. This aimed to enhance motivation and social comparison. The non-competitive group performed the same task without any ranking, feedback, or public display of performance. Both groups received identical instruction. Sessions took place in a well-lit gym with standard equipment. After 11 training sessions, immediate retention test was conducted, followed by delayed retention test one month later. Data were analyzed using SPSS version 22. Independent t-tests were used for pre-test and retention phases, while repeated measures ANOVA was applied during acquisition. A significance level of p < 0.05 was considered for all statistical tests.
Results
The results of data analysis indicated that the study groups showed no significant differences in the pre-test phase regarding individual characteristics (age, weight, height, and severity of hyperactivity symptoms) and initial performance in the basketball free-throw task.
During the acquisition phase, repeated measures ANOVA with Greenhouse–Geisser correction (due to lack of sphericity) showed that the main effects of time, group, and the interaction between group and time were all statistically significant (p < 0.05). These findings suggest that participants in the competitive group demonstrated a significantly greater improvement in performance over the course of the training sessions compared to the non-competitive group.
In both the immediate and delayed retention phases, the independent t-test revealed significant differences between the two groups. Participants in the competitive group scored higher in both retention tests, indicating better consolidation of the learned motor skill. These results imply that the competitive environment was not only effective during the initial learning phase but also played a crucial role in the retention and recall of the skill.
The comparative performance chart across different phases of the study clearly illustrated that the competitive group outperformed the non-competitive group in all stages—acquisition, immediate retention, and delayed retention. These differences were especially pronounced after the intervention. Overall, the findings suggest that implementing a competitive training environment can serve as an effective strategy for enhancing motor learning in female students with Attention Deficit Hyperactivity Disorder (ADHD). Competition, by fostering external motivation, increasing focus, and providing social feedback, may play a vital role in improving motor performance in this population.
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Figure 1. Mean performance scores in the pretest (1), acquisition sessions (2 to 12), immediate retention test (13) and delayed retention test (14) in the competitive and non-competitive groups
Overall, the findings suggest that implementing a competitive training environment can serve as an effective strategy for enhancing motor learning in female students with Attention Deficit Hyperactivity Disorder (ADHD). Competition, by fostering external motivation, increasing focus, and providing social feedback, may play a vital role in improving motor performance in this population.
Conclusion
The results of this study clearly demonstrate the significant impact of a competitive training environment on learning basketball free-throw among female students with ADHD. Participants in the competitive group showed consistent and progressive improvement throughout the acquisition phase, while those in the non-competitive group experienced early gains followed by a noticeable decline in performance. In both immediate and delayed retention phases, the competitive group maintained their performance, whereas the non-competitive group showed a sharp decrease in skill retention. These findings suggest that competition may enhance motivation, focus, and engagement, helping learners with ADHD overcome attentional limitations and sustain performance over time. The results align with previous research and theoretical frameworks emphasizing the role of external motivation and reward systems in motor learning. Overall, competitive environments appear to be a powerful strategy for improving motor skill acquisition and retention in female students with ADHD.
Article Message
Creating competitive training environments can effectively enhance motor learning in female students with ADHD. This approach serves as a powerful tool for coaches, therapists, and parents to improve motor performance and learning in these female students. From a practical perspective, these results provide valuable tools for educators, therapists, and parents to design educational settings and sports environments for female students with ADHD.
Ethical Considerations
This study was approved by the Ethics Committee of the University of Isfahan under the code IR.UI.REC.1404.068. Research ethics and scientific writing principles have been observed in this study.
Authors' Contributions
Conceptualization: Ahmadreza Movahedi and Ahmad Abedi
Data Collection: Fatemeh Velayatee
Data Analysis: Fatemeh Velayatee and Ahmadreza Movahedi
Manuscript Writing: Fatemeh Velayatee
Review and Editing: Ahmadreza Movahedi
Literature Review: Fatemeh Velayatee, Ahmadreza Movahedi and Ahmad Abedi
Project Manager: Ahmadreza Movahedi
Conflict of Interest
According to the authors' declaration, this article has no conflict of interest.
Acknowledgments
This article is derived from the first author's doctoral dissertation. The authors wish to express their sincere gratitude to the participants and reviewers for their essential roles in the successful completion of this research.
کلیدواژهها English
