The effect of badminton training on the attention and motor skills performance of integrated students: a study including children with specific learning disorders (SLD)

BACKGROUND: The present study aims to examine the impact of badminton training programs on the attention and motor skills performance of students with specific learning disorders (SLDs). METHODS: The study was carried out with students at a public middle school. The study group consisted of a total of 44 volunteer students with SLD, with 22 participants in the experimental group (mean age 12.41 ± 0.90) and 22 participants in the control group (mean age 11.64 ± 0.49). Over a 12-week period, the experimental group regularly participated in two hours of badminton training per week in addition to their daily activities. Meanwhile, the control group was not included in any additional physical activity program and maintained their daily routines. Prior to the start of the study, information regarding the participants was recorded using a personal information form. The Bourdon Attention Test, Togu Balance Test, and Sit-and-Reach Flexibility Test were administered to the participants prior to the study and following the badminton training. To isolate the impact of differences in pre-test scores between the groups on the post-test, an Analysis of Covariance (ANCOVA) for Repeated Measures was conducted. RESULTS: Following the 12-week badminton training program, a statistically significant difference was observed in terms of the pre- and post-test results for balance and attention performance in the experimental group (p < 0.05), while no statistically significant difference was found in terms of the pre- and post-test results for flexibility performance (p > 0.05). In the control group, no statistically significant differences were identified in the pre- and post-test results for any of the parameters (p > 0.05). CONCLUSIONS: It can be concluded that the 12-week badminton training program is an effective method for improving static balance and selective attention skills in students with SLD. However, it is thought that more long-term or specific exercise content may be needed to achieve changes in flexibility.