注意力不足過動症學童動作、體能表現和活動參與比一般同儕落後。足球訓練要求全身性協調能力。採用跨受試多基線設計，以3位注意力不足過動症國中生為研究對象，探討足球訓練課程介入後，改善平衡能力與動作協調能力之成效。本研究使用單一個案研究法跨受試多基線設計，選擇每位學生介入每週4次課，分別在4天實施，每天每次1節，每節40分鐘，總共2週8節的足球訓練課程。量化資料採視覺分析法，以C統計輔助分析。課程介入後，開眼單腳平衡（以基線與介入期為例，Z值A為1.46、B為0.09、C為0.92）、閉眼單腳平衡（以基線與介入期為例，Z值A為0.37、B為0.59、C為1.63）、動態平衡（以基線與介入期為例，Z值A為0.77、B為0.37、C為0.41）的進步未達顯著；Z型跑（以基線與介入期為例，Z值A為-0.69、B為1.94*、C為3.07*）、象限跳躍（以基線與介入期為例，Z值A為0.45、B為1.97*、C為2.82*）的進步達顯著，折返跑（以基線與介入期為例，Z值A為-0.12、B為1.19、C為-0.88）、障礙物折返跑（以基線與介入期為例，Z值A為1.03、B為-0.83、C為2.22*）、定點跳躍（以基線與介入期為例，Z值A為0.02、B為-0.34、C為3.14*）、速度跳躍（以基線與介入期為例，Z值A為1.2、B為0.07、C為1.82*）的進步未達顯著。未來可加入不同學習階段或不同障別的特殊生，縮短每節課程的長度，但是增加課程教學的介入節數，並針對ADHD的學習特質，發展適合評量ADHD體適能的測驗工具。

While students with attention deficit / hyperactivity disorder (ADHD) are characterized by being excessively active and energetic, relatively poor motor performance. As they age, their physical performance and activity participation are highly likely to be lower than that of their peers with normal motor coordination. Football, as a sport that involves different skills and techniques, demands whole-body coordination. This study investigated the effects of football training on motor coordination of ADHD students, with data collected from three junior high school students diagnosed with ADHD. They were invited to participate in an eight-session football training programme, which required them to attend four sessions of training a week, each session lasting 40 minutes. The single subject research across subjects with multiple-baseline design was used. Results showed that the football training programme intervention failed to improve balance abilities: there was no statistically significant difference in one foot balance (with eyes open), one foot balance (with eyes closed) and dynamic balance. Certain motor coordination had improved as reflected by the statistically significant difference in zig-zag run and quadrant jump, but the difference in shuttle run without object, shuttle run with object, hopping (in square) and hopping (speed) was not statistically significant. The way forward: participants with different disabilities in various learning stages may be included and the length of the programme can be extended, at the same time applying or developing other measurement tools for assessing ADHD students. The activities in the tailored programme should not only be diversified but also aim at arousing the interest of the students. Teachers can use positive reinforcement to encourage students to learn as well.