Motor skills in Czech children with attention-deficit/hyperactivity disorder and their neurotypical counterparts.
Kids with ADHD struggle only with tricky limb tasks, so zero-in on complex arm and foot games when you screen.
01Research in Context
What this study did
Capio et al. (2013) watched Czech kids with ADHD and same-age peers do seven movement games.
Tasks tested fine and gross skills: tapping feet, threading beads, catching, and balance.
They scored speed, rhythm, and accuracy to see which tasks best split the groups.
What they found
Kids with ADHD did worse on four of seven tasks, not all of them.
Complex arm games and fast foot tapping showed the biggest gaps.
Simple balance and slow moves looked the same across groups.
How this fits with other research
Blanco-Martínez et al. (2025) pooled 42 studies and found a medium-sized motor gap overall.
Their meta supports M et al.: some tasks matter more than others.
Lee et al. (2021) asked parents and learned ADHD babies hit milestones on time.
Together the story is: early milestones are fine, but school-age complex moves slip behind.
Capodieci et al. (2018) added a twist: handwriting only falters when kids must talk while writing.
So motor trouble shows up when the brain juggles extra loads, not during quiet moves.
Why it matters
Screen complex upper-limb and foot-tapping tasks first; skip simple balance checks.
Reduce verbal load during writing or craft work to keep hands moving smoothly.
Use these quick probes to flag who needs motor support before academic gaps grow.
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02At a glance
03Original abstract
Attention-deficit/hyperactivity disorder (ADHD) is the most commonly diagnosed neurobehavioural disorder. Characterized by recurring problems with impulsiveness and inattention in combination with hyperactivity, motor impairments have also been well documented in the literature. The aim of this study was to compare the fine and gross motor skills of male and female children with ADHD and their neurotypical counterparts within seven skill assessments. This included three fine motor tasks: (1) spiral tracing, (2) dot filling, (3) tweezers and beads; and four gross motor tasks: (1) twistbox, (2) foot tapping, (3) small plate finger tapping, and (4) large plate finger tapping. It was hypothesized that children with ADHD would display poorer motor skills in comparison to neurotypical controls in both fine and gross motor assessments. However, statistically significant differences between the groups only emerged in four of the seven tasks (spiral tracing, dot filling, tweezers and beads and foot tapping). In line with previous findings, the complexity underlying upper limb tasks solidified the divide in performance between children with ADHD and their neurotypical counterparts. In light of similar research, impairments in lower limb motor skill were also observed. Future research is required to further delineate trends in motor difficulties in ADHD, while further investigating the underlying mechanisms of impairment.
Research in developmental disabilities, 2013 · doi:10.1016/j.ridd.2013.08.011