Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental condition characterized by deficits in executive functions and frequently comorbid with Developmental Coordination Disorder (DCD). This study evaluates the efficacy of the BAPNE method, a neuromotricity protocol based on dual-tasking, compared to Traditional Physical Education (PE), Choreographic Body Percussion, Orff Music Education and a Passive Control group. A randomized controlled trial was conducted with 475 students (aged 11–12 years) diagnosed with ADHD in the Cartago province of Costa Rica over eight months. Participants were distributed into five groups (n = 95 each). Executive functions were assessed using the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) and motor skills using the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2). Repeated Measures ANOVA revealed a significant Time × Group interaction for the Global Executive Composite (F(4, 470) = 42.18, p < 0.001, partial η² = 0.26). The BAPNE group achieved significant improvements in Inhibition (Cohen’s d = 1.08) and Cognitive Flexibility (d = 0.89), surpassing all control groups. The PE group demonstrated superior gains in Strength and Agility (d = −2.10) but only moderate executive gains. The Choreographic group showed minimal improvement (d = 0.32) and Orff Music Education showed negligible executive transfer. Clinically, 63% of BAPNE participants shifted from Clinically Elevated to normative ranges on the Inhibit scale. These findings suggest that dual-task neuromotricity effectively stimulates prefrontal cortex engagement, offering a viable non-pharmacological intervention for ADHD management in educational settings.
Keywords: ADHD, BAPNE, Dual-task, Executive Functions, Neuromotricity.