PSYCHOMOTOR GAMES IN PHYSICAL EDUCATION AT SCHOOL: A SUPPORTIVE STRATEGY IN THE DEVELOPMENT OF ELEMENTARY SCHOOL STUDENTS WITH ADHD AT PAULO ZIMMERMANN SCHOOL - RIO DO SUL - SANTA CATARINA

Abstract

This study aimed to analyze the use of psychomotor games in Physical Education classes as a supporting strategy for the development of elementary school students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). The research was conducted at Paulo Zimmermann Basic Education School, located in Rio do Sul, Santa Catarina, Brazil, involving three students diagnosed with ADHD. The study was characterized as descriptive field research with a qualitative and quantitative approach. The Motor Development Scale (EDM), developed by Rosa Neto, was applied before and after an intervention consisting of twenty-four psychomotor game sessions. Open-ended questionnaires were also administered to teachers and parents to identify changes in behavior, learning, and social interaction. The results demonstrated significant improvements in motor development, especially regarding balance, gross and fine motor coordination, body schema, spatial and temporal orientation. Behavioral improvements were also observed in attention, concentration, emotional control, social interaction, and participation in school activities. Reports from teachers and parents confirmed the effectiveness of the intervention, highlighting increased self-confidence, greater engagement in school tasks, and improved interpersonal relationships. It is concluded that psychomotor games represent an effective pedagogical strategy capable of promoting the integral development of students with ADHD while reinforcing the inclusive role of School Physical Education.