Playful strategies based on physical activities for teaching english: a mixed-methods analysis of attention in students with hyperactivity
DOI:
https://doi.org/10.47197/retos.v73.117819Keywords:
Physical activities, attention, learning, English, ADHDAbstract
Introduction and Objective: The process of teaching English as a foreign language is influenced by various challenges, especially when students present characteristics associated with Attention Deficit Hyperactivity Disorder (ADHD). The objective of this research was to design, implement, and evaluate playful strategies based on physical activities to strengthen attention and English learning among students with ADHD.
Methodology: The study was conducted under a mixed-method approach, framed within a quantitative–qualitative sequential explanatory design, with a predominance of the quantitative component. Additionally, a quasi-experimental design with a non-equivalent control group was adopted.
Results: The findings show that the experimental group, which participated in the playful strategies based on physical activities, exhibited a significant increase in post-test mean scores compared to the pre-test (Pre-test M = 62.8, Post-test M = 78.9, t = -7.03, p < 0.001). In contrast, the control group, which received traditional instruction, did not show significant changes. At the qualitative level, four relevant categories emerged: motivation, perceived attention, pedagogical usefulness, and perception of learning.
Conclusions: It is concluded that the application of playful strategies based on physical activities constituted an effective pedagogical resource for teaching English to students with hyperactivity who formed part of the study sample.
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