探討注意力不足過動症兒童動作能力與執行功能之關係：範域文獻回顧

Exploring the relationship between motor competence and executive function in children with attentiondeficit/ hyperactivity disorder: A scoping review

本研究旨在透過範域文獻回顧方式，探討注意力不足過動症（attention-deficit／hyperactivity disorder，ADHD）兒童之動作能力（motor competence，MC）與執行功能（executive functions，EFs）之間的關聯性，並瞭解相關研究的現況與限制。研究透過PubMed與Scopus資料庫進行文獻檢索，共納入10篇符合條件之實證研究，包括4篇觀察型與6篇介入型設計，納入研究均使用客觀測量工具評估動作能力（如MABC-2、BOT-2）及執行功能表現（如Stroop test，Flanker task）。結果顯示，年齡介於6至12歲之ADHD兒童，其動作能力與執行功能表現呈正向關聯，尤以抑制控制與工作記憶構面最為顯著。介入型研究則進一步，經歷8至12週的運動訓練（如體感遊戲、游泳、桌球等）後，參與者在不同層面的執行功能與動作能力表現皆有提升，顯示運動對ADHD兒童身心發展具有正面影響。整體而言，本研究提供初步實證，支持ADHD兒童動作能力與執行功能之間存在正向關係。然而，現有研究在測驗工具上存在異質性，且多未充分控制潛在混肴變項；同時，針對青少年與學齡前兒童之研究仍有限，對認知彈性構面的探討亦相對不足。建議未來研究可強化樣本多樣性與變項控制，並釐清不同動作構面對執行功能各面向的影響，以提升理論解釋與實務應用的價值，並作為發展個別化運動處方於教育與臨床介入中的重要依據，有效促進ADHD兒童之身心發展。

This study aimed to examine the relationship between motor competence and executive function in school-aged children with attention-deficit/hyperactivity disorder (ADHD) through a scoping review, providing an overview of the current state of research and its limitations. Literature searches were conducted in the PubMed and Scopus databases, yielding 10 eligible empirical studies, including 4 observational and 6 interventional designs. All included studies used objective assessment tools to measure motor competence (e.g., MABC-2, BOT-2) and executive function performance (e.g., Stroop test, Flanker task). The participants were predominantly children with ADHD aged 6-12 years. Most studies reported a positive association between motor competence and executive function, particularly in the domains of inhibitory control and working memory, indicating that children with better motor competence also demonstrated superior executive function. Interventional studies further showed that after 8-12 weeks of exercise training (e.g., exergaming, swimming, table tennis), participants exhibited improvements in various aspects of both executive function and motor performance, suggesting a dual enhancement effect of exercise on the physical and cognitive development of children with ADHD. This review provides preliminary evidence supporting a positive relationship between motor competence and executive function in children with ADHD. However, heterogeneity across studies and the lack of control for potential confounding factors limit the strength of the conclusions. Future research should address these limitations to inform the development of individualized exercise prescriptions for educational and clinical interventions aimed at promoting the holistic development of children with ADHD.