Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common neuro-developmental/behavioral disorders among adolescents. Sport and physical activity seem to play a major role in the development of cognition, memory, selective attention and motor reaction time, especially among adolescents with ADHD. In this context, the objective of this study was to investigate the effects of a one-and-a-half-year-long Taekwondo (TKD) intervention on cognitive function in adolescents with ADHD. Two cognitive instruments, namely the Stroop and the Ruff 2 and 7 tests, were administered to assess attentional inhibitory control and sustained and selective visual attention, respectively. Comparisons between the TKD and control groups at baseline did not reveal significant differences. For post-test scores, there were statistically significant differences on the Stroop color block test (large effect size or ES = 1.26 [95% confidence interval or CI 0.30–2.22]), the color-word interference test (large ES = 2.16 [95% CI 1.10–3.26]), the interference test (large ES = 1.63 [95% CI 0.62–2.64]) and error (large ES = −2.20 [95% CI −3.31 to −1.10]). Similar trends were reported for the Ruff 2 and 7 automated detection trials (large ES = 2.78 [95% CI 1.55–4.01]), controlled search trials (large ES = 2.56 [95% CI 1.38–3.75]) and total speed (large ES = −2.90 [95% CI −4.15 to −1.64]). In conclusion, TKD practice increased selective attention in adolescents with ADHD. Practitioners should implement martial art programs in their general plans to favorably influence attention and health in adolescents with ADHD.

This article uses an interactionist perspective to address the socialization of physical education teachers in a teaching setting in Tunisia. The two main objectives of the study are to present the social characteristics of the population studied, draw general conclusions about the social origins of the Tunisian teachers of physical education and sport, and to identify the link between socialization and the pedagogical practice of physical education teachers in Tunisian schools. My colleagues and I collected data through participant observations and in-depth interviews with a representative sample of teachers. The results show that the socio-cultural origin, the type of training and the generational effect of physical education teachers in a teaching setting in Tunisian schools influence pedagogical behavior.

Attention Deficit Hyperactivity Disorder ADHD is defined as a persistent mode of inattention, hyperactivity and impulsivity that interferes with adolescent functional processing. The real benefits of Takwondo practice are mental rather than physical.

Attention Deficit Hyperactivity Disorder (ADHD) is pathology of genetic and neurological etiology and results in significant impairment of social and academic activity among children. Martial arts play an important role in the development of cognition especially among children with ADHD. The cognitive complexity of physical activity in Taekwondo Training Program is exemplified in poomsae (“forms”), which is a series of choreographic physical movements performed with technical precision in a particular order.