Skip to main navigation menu Skip to main content Skip to site footer
FrancoAngeli Journals

Saggi e ricerche

Vol. 10 No. 2 (2025): Quality of Education and Inclusion Processes: Technologies, Methods, and Policies from an International Perspective

Body Percussion and Educational Processes: Embodied Perspectives and Teaching Applications with ADHD Students

DOI
https://doi.org/10.3280/exioa2-2025oa21751
Submitted
dicembre 21, 2025
Published
2025-12-30

Abstract

The research investigates the effectiveness of Body Percussion as a motor-musical practice in education, with particular attention to pupils with ADHD, within the paradigm of Embodied Cognition, which emphasizes the role of the body in cognitive, emotional and relational processes. The sample involved 106 primary and secondary school students: 75 included in the experimental group, subjected to weekly two-hour workshops for four months, and 31 in the control group, engaged in motor activities without musical components. The integrated analysis, based on quantitative and qualitative data (ANOVA with repeated measures, pre/post t-tests and systematic observations), showed significant improvements in the experimental group in almost all the macro-areas analysed, in particular motor-musical technique, involvement, inclusion and group cohesion (Cohen’s d = 0.65-1.39), while the control group showed no relevant changes. The subgroup with ADHD also benefited above all in social cohesion and active participation. The results confirm Body Percussion as an inclusive methodology that promotes cognitive development, social-emotional skills and psychophysical well-being.

References

  1. Ambrose, H. (2021). Experiencing success: an occupational therapy partnership programme. Gymnastics for children with attention deficit hyperactivity disorder. International Journal of Therapy and Rehabilitation, 28(10). Doi: 10.1108/ijot-03-2021-0005.
  2. Barkley, R. A. (2006). Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment. New York: Guiford Publications.
  3. Biederman, J., & Faraone, S. V. (2005). Attention-deficit hyperactivity disorder. Lancet, 366: 237-248. Doi: 10.1016/S0140-6736(05)66915-2.
  4. Barsalou, L. W. (2008). Grounded cognition. Annual Review of Psychology, 59: 617-645.
  5. Brown, T. E. (2005). Attention Deficit Disorder: The Unfocused Mind in Children and Adults. Yale University Press. 5.
  6. Braun, V., Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2): 77-101. Doi: 10.1191/1478088706qp063oa.
  7. Carlomagno, N., Palumbo, C., & Sibilio, M. (2014). Traiettorie non lineari della ricerca didattica: Le potenzialità metaforiche ed inclusive delle corporeità didattiche. Italian Journal of Special Education for Inclusion, 2(1): 129-143. Doi: 10.7346/sipes-01-2014-42.
  8. Damiani, G., Basso, D., Acampora, A., Bianchi, C.B., Silvestrini, G., Frisicale, E.M., Sassi, F., Ricciardi, W. (2015). The impact of level of education on adherence to breast and cervical cancer screening: Evidence from a systematic review and meta-analysis. Prev Med., 81: 281-9. doi: 10.1016/j.ypmed.2015.09.011.
  9. Delalande F. (1993). Le condotte musicali. Comportamenti e motivazioni del fare e ascoltare musica, a cura di Giovanna Guardabasso e Luca Marconi. Bologna: Clueb.
  10. Dewey J. (1968). Come pensiamo. Firenze: La Nuova Italia.
  11. Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64: 135-168. Doi: 10.1146/annurev-psych-113011-143750.
  12. DuPaul, G. J., & Stoner, G. (2014). ADHD in the schools: Assessment and intervention strategies (3rd ed.). New York, NY: Guilford Press.
  13. Edwards, C., Gandini, L., & Forman, G. (1998). The hundred languages of children: The Reggio Emilia approach to early childhood education. Norwood, NJ: Ablex Publishing.
  14. Gallese, V. (2007). Dai neuroni specchio alla consonanza intenzionale: Meccanismi neurofisiologici dell’intersoggettività. Rivista di Psicoanalisi, 53(1): 197-208.
  15. Gapin, J., Etnier, J.L. (2010). The relationship between physical activity and executive function performance in children with attention-deficit hyperactivity disorder. J. Sport Exerc. Psychol., 32(6): 753-63. doi: 10.1123/jsep.32.6.753.
  16. Granja de Souza Campos, C. E. (2006). Musicalizando a escola: Música, conhecimento e educação. São Paulo, Brazil: Escrituras Editora.
  17. Hoza, B. (2007). Peer functioning in children with ADHD. Journal of Pediatric Psychology, 32(6): 655-663. Doi: 10.1093/jpepsy/jsm024.
  18. Jaques-Dalcroze, E. (2008). Il ritmo, la musica e l’educazione (A. Loiacono Husain, Trans.). Torino, Italy: EDT. (Original work published 1921).
  19. Massa, R. (1983). Le tecniche e i corpi verso una scienza dell’educazione. Trezzano sul Naviglio: Unicopli.
  20. Mikami, A. Y. (2010). The importance of friendship for youth with attention-deficit/hyperactivity disorder. Clinical Child and Family Psychology Review, 13(2): 181-198. Doi. 10.1007/s10567-010-0067-y.
  21. Orff, C. (1978). The Orff approach to music education. New York, NY: Schott Music.
  22. Pontifex, M.B., Saliba, B.J., Raine, L.B., Picchietti, D.L., Hillman, C.H. (2013). Exercise improves behavioral, neurocognitive, and scholastic performance in children with attention-deficit/hyperactivity disorder. J Pediatr., 162(3):543-51. doi: 10.1016/j.jpeds.2012.08.036.
  23. Rosa, H. (2015). Accelerazione e alienazione: Per una teoria critica del tempo nella tarda modernità (Beschleunigung: Die Veränderung der Zeitstrukturen in der Moderne). Einaudi.
  24. Rivoltella, P. C. (2023). L’analisi pedagogica e i suoi oggetti al tempo dell’Intelligenza Artificiale. Studi Sulla Formazione – Open Journal of Education, 26(2): 63-67. Doi: 10.36253/ssf-14975.
  25. Rizzolatti, G., Sinigaglia, C. (2006). So quel che fai. Il cervello che agisce e i neuroni specchio. Milano: Raffaello Cortina Editore.
  26. Schatz, N. K., Weimer, M., & Lavergne, L. S. (2001). Attention-deficit/hyperactivity disorder with developmental coordination disorder. Seminars in Pediatric Neurology, 8(2): 131-140. Doi: 10.1053/spen.2001.24910.
  27. Valentini M., Canini A. (2020). ADHD: Systematic review of the beneficial effects of motor activity. European Journal of Educational and Teaching, 18(3): 162-179. Doi: 10.7346/-fei-XVIII-03-20_13.
  28. Varela, F. J., Thompson, E., & Rosch, E. (1991). The embodied mind: Cognitive science and human experience. Cambridge: MA: MIT Press.
  29. Verret, C., Guay, M. C., Berthiaume, C., Gardiner, P., & Béliveau, L. (2012). A physical activity program improves behavior and cognitive functions in children with ADHD: an exploratory study. Journal of Attention Disorders, 16(1): 71-80. Doi: 10.1177/1087054710379735.
  30. Vygotskij, L. S. (1993). Lo sviluppo psichico del bambino. Milano, Italy: Editori Riuniti.
  31. Wassenaar, T.M., Williamson, W., Johansen-Berg, H., Dawes, H., Roberts, N., Foster, C., Sexton, C.E. (2020). A critical evaluation of systematic reviews assessing the effect of chronic physical activity on academic achievement, cognition and the brain in children and adolescents: a systematic review. Int J Behav Nutr Phys Act., 17(1): 79. Doi: 10.1186/s12966-020-00959-y.
  32. Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin & Review, 9(4): 625-636. Doi. 10.3758/BF03196322.
  33. Zwaan, R. A. (1999). Embodied cognition, perceptual symbols, and situation models. Discourse Processes, 28: 81-88.