Effect of Psychomotor Program for Material Experience on the Coordination of Children with ADHD

Background/Objectives: The purpose of this study is to analyze the effects of psychomotor program for material experience on the coordination of children with ADHD. Methods/Statistical analysis: The subjects of this study were divided into two groups: an experimental group of 8 children and a control group of 8 children, who are all enrolled in the D Children's Development Center and the K Children's Development Center in Seoul. The study was conducted for 12 weeks, twice per week, 60 minutes in for one session. Coordination tests were conducted in the before- and after-session, respectively, for both groups. As a coordination test instrument, the KTK, which was designed and standardized by Kiphard and Schilling in 1974, was used. SPSS 22.0 was used to process the data, and two-way ANOVA was conducted to compare the data between groups and times. The hypothesis testing is fixed to significance level of p<.05. Findings: The results of the analysis were as follows: First, rear balancing MQ1 showed a statistically meaningful difference not only in the interaction effect between time and group, but also in the main effect of time and group. Second, single foot jumping MQ2 showed a statistically meaningful difference not only in the interaction effect between time and group, but also in the main effect of time and group. Third, left and right jumping MQ3 showed a statistically meaningful difference not only in the interaction effect between time and group, but also in the main effect of time and group. Fourth, lateral movement MQ4 showed a statistically meaningful difference not only in the interaction effect between time and group, but also in the main effect of time and group. Fifth, KTK MQT showed a statistically meaningful difference not only in the interaction effect between time and group, but also in the main effect of time and group. Improvements/Applications: The material experience-based psychomotor program needs to be verified by approaching various subjects as well as ADHD children.