Effects of a Multicomponent App‐Based Exercise Program on Motor Skill Development in Children With Attention Deficit Hyperactivity Disorder: A Secondary Outcome Analysis of a Three‐Arm Randomized Controlled Trial
Feilong Zhu, Zhenghao Dong, Dongqing Kuang, Xiaotong Zhu, Xiaoyu Bi, Zhufeng Li, Li Yang, Yufeng Wang, Junlin Chen, Baohua Xu, Shengqi Lin, Hui Zhou, Yuanchun RenABSTRACT
Motor skill deficits are common in children with attention deficit hyperactivity disorder (ADHD), while traditional face‐to‐face exercise interventions are often limited by cost and accessibility. This secondary outcome analysis of a three‐arm randomized controlled trial examined the effects of a multicomponent app‐based exercise program on motor skill outcomes in children with ADHD. A total of 145 children aged 6–10 years were assigned to an app‐based exercise group (Experimental Group 1, EG1; n = 53), a traditional offline exercise group (Experimental Group 2, EG2; n = 45), or a minimal‐intervention control group (CG, n = 47). Both intervention groups received a 12‐week program (3 sessions/week, 45–60 min/session) involving integrated physical and cognitive exercises, delivered either through a custom‐developed WeChat applet (“LeDongYing”) or through coach‐led in‐person sessions. Motor skills were assessed using the Test of Gross Motor Development, Third Edition (TGMD‐3) for locomotor and ball skills, and the Movement Assessment Battery for Children, Second Edition (MABC‐2) for manual dexterity, aiming and catching, and balance. Intervention effects were examined using linear mixed‐effects models. Both EG1 and EG2 showed significant improvements across all motor skill domains (all p < 0.01), whereas the CG showed no significant changes. Pairwise comparisons showed that both intervention groups were superior to the CG on all motor skill outcomes (all p < 0.05), with no statistically significant differences between EG1 and EG2. These findings support the short‐term efficacy of a multicomponent app‐based exercise intervention for motor‐test performance in children with ADHD compared with minimal intervention, suggesting potential as an alternative delivery when access to face‐to‐face exercise services is limited.