Document Type : original article

Authors

1 Department of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran

2 Department of Physical Education, Urmia Branch, Islamic Azad University, Urmia, Iran

3 Department of Physical Education, Gorgan Branch, Islamic Azad University, Gorgan, Iran

4 Department of Physical education, Islamshahr branch, Islamic Azad University, Islamshahr, iran

Abstract

Aim: Previous studies showed that peers play an important role in participating of children in physical activity. Nevertheless, effects of peers on physical activity participation of children with ADHD has been rarely examined. Thus, this study aimed to examine the effects of peer acceptance on participation of children with ADHD in physical activity with considering the physical self-efficacy as a mediator.

Method: In this study, we used descriptive-correlation method. Participants were 92 children with ADHD aged 9 to 12 years old attended in special school for children with ADHD. Peer acceptance, physical activity, and self-efficacy were measured by using standard questionnaires. Data was analyzed by using structural equation modelling.

Results: Overall, physical activity level of children with ADHD was very low (0.98 out of 7). Peer acceptance positively influenced physical activity (T=7.769) and physical self-efficacy (T=6.967). Moreover, physical self-efficacy has significantly mediated the association between peer acceptance and physical activity (P<0.001).

Conclusion: Our findings indicate that it is necessary to adopt appropriate strategies to increase the level of physical activity among children with ADHD. Moreover, peers play an important role in participating of children with ADHD in physical activity and physical self-efficacy can be considered as a plausible mechanism in this relationship.

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