Effect of Game-Based Pedagogical Training for Physical Education Teachers on Reducing Symptoms of Impulsivity, Conduct Disorder, and Attention-Deficit/Hyperactivity in Secondary School Students

Background and Objectives: Behavioral disorders such as impulsivity, conduct disorder, and attention-deficit/hyperactivity disorder (ADHD) are among the most prevalent challenges faced by adolescents, often negatively impacting their academic achievement, peer relationships, and emotional well-being. In light of the limitations of pharmacological treatments in school environments, this study investigated the effectiveness of a structured game-based pedagogy training program for physical education (PE) teachers in reducing symptoms of impulsivity, conduct disorder, and ADHD among middle and high school students. Methods: A quasi-experimental pretest-posttest control group design was adopted. The sample included 20 physical education teachers and 220 students aged 13–17 years (110 in the experimental group and 110 in the control group). Teachers in the intervention group underwent an eight-week training program based on reflective and game-centered pedagogies such as the Tactical Games Approach and Game Sense. Following the training, teachers implemented these approaches over a 12-week semester in their PE classes. Students’ behaviors were assessed using three standardized and validated instruments: the Barratt Impulsiveness Scale (BIS-11), Frick’s Conduct Disorder Scale, and the ADHD Rating Scale based on DSM-5 criteria. Findings: Statistical analysis using mixed-design ANOVA showed significant interaction effects between time (pre- to post-intervention) and group (experimental vs. control) for all three behavioral domains. Conclusion: This study provides compelling evidence that integrating a game-based, reflective pedagogy into physical education can effectively reduce key behavioral symptoms associated with impulsivity, conduct disorder, and ADHD in adolescents