Attention-Deficit/Hyperactivity Disorder (ADHD) is associated with deficits in executive functions, particularly response inhibition, attentional control, and cognitive flexibility. Accordingly, physical activity interventions have been increasingly considered as a potential strategy for improving these functions. The present study aimed to compare the effects of blocked and random futsal skill practice on executive functions in children with ADHD. This quasi-experimental study used a pretest-posttest design with a control group. Forty-five boys aged 9–13 years with ADHD were purposively selected and randomly assigned to three groups: blocked practice, random practice, and control (n = 15 per group). The intervention groups participated in futsal skill training sessions three times per week for 8 weeks. Executive functions were assessed using the Behavior Rating Inventory of Executive Function (BRIEF) and the Stroop Color-Word Test. Data were analyzed using mixed-design analysis of variance at a significance level of 0.05.

The results showed that the group × time interaction was not significant for the BRIEF behavioral regulation, metacognition, or total score indices. However, a significant group × time interaction was found for the Stroop interference score. Both blocked and random practice groups showed significantly greater improvement than the control group. In addition, the reduction in interference score was greater in the random practice group than in the blocked practice group. Overall, futsal skill practice appears to improve some components of executive functioning, particularly response inhibition and cognitive interference control, in children with ADHD, and random practice may confer greater benefits for certain outcomes.