Perspectives on Physical Activity and Learning from Children With and Without ADHD

(1) Background: Children with attention-deficit hyperactivity disorder (ADHD) engage in significantly less physical activity than their peers. While ample research has shown the beneficial effect of physical activity on ADHD management, we have little to no knowledge of how children with ADHD experience physical activity, which may ultimately undermine the utility of prescribed physical activity programming. This study compared experiences and perspectives of physical activity in school and non-school settings, between children with and without ADHD. (2) Methods: In this study, 23 children with ADHD and 24 children without ADHD participated in semi-structured interviews, sharing their views on physical activity in school and non-school settings. (3) Results: Inductive content analysis revealed that, compared to children without ADHD, children with ADHD reported lower physical activity levels, more often emphasized the benefits of movement for improving mood and focus during learning, viewed classroom-based desk cycling as a helpful tool to focus their attention, and expressed a desire to use desk cycling during classroom learning. (4) Conclusions: This study emphasizes key differences in the physical activity experiences and preferences between children with and without ADHD; it also offers insight into how classroom learning may be enhanced by offering optional physical activity outlets for children who identify as benefiting from movement during learning.