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Effects of Cognitively Enriched Handball Training on Behavioral Symptoms, Working Memory, and Motor Competence in
Maryam Kavyani1, Fatemeh Asadi Toosi2, Alireza Farsi3
1Department of Cognitive and Behavioral Science and Technology in Sport, Shahid Beheshti University, Tehran, Islamic Republic of Iran. ma_kavyani@sbu.ac.ir.
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Attention-deficit/hyperactivity disorder (ADHD) is associated with behavioral, cognitive, and motor impairments that may negatively affect children's academic and social functioning. The present study examined the effects of cognitively enriched handball training and conventional handball training on behavioral symptoms, working memory, and motor competence in girls with ADHD. A total of 45 girls aged 7-9 years with ADHD participated in this parallel-group randomized controlled trial and were randomly assigned to cognitively enriched handball training (n = 15), conventional handball training (n = 15), or a control condition (n = 15). Behavioral symptoms, working memory, and motor competence were assessed using the Child Behavior Checklist (CBCL), the Wechsler Digit Span Test, and the MOBAK-3, respectively. Data were analyzed using multivariate analysis of covariance (MANCOVA). After controlling for baseline scores, the multivariate group effect was significant (partial η² = 0.56), with large omnibus effects for behavioral symptoms (partial η² = 0.82), working memory (partial η² = 0.66), and motor competence (partial η² = 0.65). Both exercise interventions significantly improved behavioral symptoms, working memory, and motor competence compared with the control group (p < .05). Furthermore, cognitively enriched handball training produced significantly greater improvements in behavioral symptoms and motor competence than conventional handball training (p < .05), whereas no significant difference was observed between the two exercise groups for working memory. These findings suggest that cognitively enriched handball training may provide short-term complementary benefits for behavioral regulation and motor competence in girls with ADHD. However, the small sample size and absence of follow-up assessments warrant cautious interpretation and limit conclusions regarding the generalizability and long-term maintenance of these effects.
