Programa oficina de brinquedos e brincadeiras com jogos de expedições: efeitos sobre as funções executivas de crianças com TDAH

Abstract

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurobiological condition characterized by symptoms such as inattention, restlessness, and impulsivity. This condition affects brain development, compromising Executive Functions (EF), a set of cognitive skills responsible for self-control, planning, organization, decision-making, and flexible adaptation to different contexts. The aim of this study was to analyze the effects of the Toys and Games Workshops (OBBA), using games from the “Expeditions” genre, on the EF of children with ADHD aged 10 to 12 years. This is an action research study with a mixed-methods approach and a quasi-experimental design. The intervention procedures were based on play/game experiences organized into three distinct and complementary stages: Feel, React, and Reflect, following the pedagogical proposal of the Laboratory Class of the Pedagogy of Corporeality (ALPC). A total of 21 workshops were conducted, with two weekly sessions of approximately 40 minutes each. In total, 12 toys/games were used, classified by Types and Styles, according to the methodological theory of the Pedagogy of Corporeality (PC). The evaluation of the effects of OBBA was carried out through Applied Semiotics, a script-based method for analyzing movement within the PC, the OBBA Assessment Scale, an observation guide, and the Tower of London (ToL) test, applied at three different times: pre-intervention, after the 10th session, and post-intervention. According to the analyzed data, the workshops that produced the greatest effects on the children’s EF during the construction of toys were “Sapato de Coco” (Coconut Shoe), “Bastões Coloridos” (Colored Sticks), and Juggling; while in the execution of games, the highlights were Hula Hoop, Parkour, and Yoga. A correlation was observed between the Types (Acrobatic) and the Styles (Balancing) in the stages of construction and execution of the games, suggesting that the motor complexity and bodily engagement required to maintain stability in activities demanding acrobatics and balance favor the development of EF. The quantitative analysis of the ToL indicated significant progress in planning and problem-solving indicators throughout the intervention, while qualitative data showed advances in sustained attention, rule compliance, and impulse control. These findings demonstrate the relevance of including OBBA with these games in Special Educational Service (AEE) classrooms and within the Integrative and Complementary Health Practices (PICS) of Brazil’s Unified Health System (SUS), expanding the possibilities for health promotion and care in the Brazilian context. It is concluded that OBBA contributed effectively to the improvement of EF in children with ADHD, reaffirming the potential of games as a therapeutic resource.