Social Preferences for Learning in Physical Education among Secondary Students with Attention Deficit/Hyperactivity Disorder (ADHD). [Preferencias Sociales de Aprendizaje en Educación Física entre Estudiantes de Secundaria con Trastorno por Déficit de Atención/Hiperactividad (TDAH)].

Miguel Villa-de Gregorio, Luis Miguel Ruiz Pérez, María Isabel Barriopedro Moro


This study examined the effect of a 12-weeks curriculum-based PE (Physical Education) program on social preferences for learning in PE in Spanish secondary students with attention deficit/hyperactivity disorder (ADHD) and typical development (TD).  The sample consisted of 13 students with ADHD (9 boys and 4 girls, aged 15 years) and 13 students (9 boys and 4 girls, aged 15 years) without attentional problems (TD). Before (pretest) and after (postest) the PE program, all participants completed the Graupera/Ruiz Scale of Social Interaction Preferences in PE Learning (GR-SIPPEL) which analyzes four learning preference dimensions: cooperation, competition, fellowship, and individualism. After the PE program, the ADHD students showed an increase in their cooperation, competition, and individualism scores. They did not show a significant increase in the fellowship dimension. A curriculum-based PE program could influence the social preferences for learning in PE by being an excellent way to promote their relationships with other classmates.


Este estudio examinó el efecto que tuvo la aplicación de los contenidos curriculares de Educación Física (EF) a lo largo de 12 semanas, sobre las preferencias sociales para aprender en Educación Física de estudiantes de secundaria españoles, con trastorno por déficit de atención/hiperactividad (TDAH) y con desarrollo típico (TD), respectivamente. La muestra estuvo compuesta por 13 alumnos con TDAH (9 chicos y 4 chicas, de 15 años) y 13 alumnos (9 chicos y 4 chicas, de 15 años) sin problemas de atención (TD). el efecto que tuvo la aplicación de los contenidos curriculares de Educación Física (EF) a lo largo de 12 semanas, todos los participantes completaron la Escala Graupera/Ruiz de Preferencias de Interacción Social en el Aprendizaje de EF (GR-SIPPEL) que analiza cuatro dimensiones de preferencia de aprendizaje: cooperación, competencia, afiliación e individualismo. Después de la aplicación de los contenidos curriculares, los estudiantes con TDAH mostraron un aumento en sus puntajes de cooperación, competencia e individualismo. No mostraron un aumento significativo en la dimensión afiliación. La aplicación de los contenidos curriculares de EF, podría influir en las preferencias sociales del alumnado con TDAH, para aprender en EF, pues se trata de una excelente manera de promover sus relaciones con otros compañeros.


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Palabras clave/key words

adolescents; physical education; attention; hyperactivity; learning problems; adolescentes; educación física, atención; hiperactividad; problemas de aprendizaje.

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RICYDE. Revista Internacional de Ciencias del Deporte

Publisher: Ramón Cantó Alcaraz
ISSN:1885-3137 - Periodicidad Trimestral / Quarterly
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