Attention Deficit Hyperactivity Disorder (ADHD) is the most common behavioral disorder in children. Professional therapeutic practice for ADHD also includes physical activity (PA) and mindfulness exercises (ME). In this study, we combined both approaches. The sample consisted of 20 participants in the experimental group (EG) and 19 in the control group (CG). All participants were boys diagnosed with ADHD, aged 10 (± 1) years. The intervention in the EG included PA and ME, while the intervention in the CG consisted of unsystematic education about emotions. The program was conducted twice a week for 60 minutes over three months. The severity of ADHD symptoms was measured using the ASEBA CBCL/6-18 and TRF/6-18 questionnaires, perceptual-motor abilities were assessed with the Perceptual-Motor Skills Test, static balance was measured using a force platform, and dynamic balance was assessed with the Biodex Balance System. Statistical analyses were performed using IBM SPSS 25. For variables where no statistically significant differences were observed between the groups in the initial measurements, the intervention's effect was evaluated using a two-way repeated measures analysis of variance. For variables where statistically significant differences were identified between the groups in the initial measurements, analysis of covariance was used to assess the impact of the initial differences on the differences between the groups in the final measurements, as well as in the measurements three and six months after the intervention. We found that the Physical Activity and Mindfulness Program reduced both short- and long-term ADHD symptom severity in EG participants. Additionally, it improved perceptual-motor abilities and dynamic balance, and also improved static balance in the short term. Based on these findings, we conclude that planned and systematic PA and ME can serve as supplementary methods in the modern, holistic therapeutic treatment of children with ADHD.
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