Objective: Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders in childhood, often associated with impairments in attention and working memory. This study aimed to investigate the effects of a square-stepping exercise (SSE) program on improving attention and working memory in children with ADHD.
Methods: This quasi-experimental, study was conducted on 36 male students aged 7–9 years diagnosed with ADHD. Participants were purposively selected and randomly assigned to either an experimental group (n=16) or a control group (n=18). The experimental group underwent an eight-week SSE intervention, while the control group received no intervention. Both groups were assessed at baseline, post-test, and follow-up. Sustained attention (omission errors) and selective attention (commission errors) were measured using the Continuous Performance Test (CPT), shifting attention was assessed via the Go/No-Go task, and working memory (correct responses) was evaluated using the N-Back test.
Results: Repeated-measures ANOVA revealed that the experimental group showed significant improvements in sustained attention, selective attention, shifting attention, and working memory compared to the control group at post-test and follow-up (p<0.05). Furthermore, within-group analysis indicated no significant differences between post-test and follow-up scores in the experimental group, suggesting that the cognitive benefits were maintained one month after the intervention.
Conclusion: The findings suggest that square-stepping exercise, as a cognitive-motor intervention, may be an effective method for enhancing cognitive functions (attention and working memory) in children with ADHD.