Exercise, Excess and Self-Regulation: Neurobiological and Pedagogical Perspectives on ADHD

Physical activity is increasingly recognized as a non-pharmacological resource in the management of attention-deficit/hyperactivity disorder (ADHD), particularly for its effects on executive functions and self-regulation. From a neuropedagogical perspective, however, movement cannot be understood solely in terms of performance or symptom reduction, but as a regulatory device whose effects depend on measure, context, and educational mediation. While a growing body of evidence supports the benefits of structured and well-dosed exercise, less attention has been paid to the potential risks associated with excessive or rigid engagement in physical activity.

This article adopts a conceptual and narrative integrative approach to examine physical activity in ADHD as a double regulatory device, capable of supporting adaptive self-regulation or, conversely, contributing to forms of hyper-regulation. By bringing into dialogue evidence from experimental and review studies on structured exercise interventions with epidemiological data on excessive exercise in adults with a history of ADHD, the paper highlights the ambivalent nature of movement. The analysis focuses on shared neurobiological mechanisms—such as catecholaminergic modulation, arousal regulation, and synaptic plasticity—that underlie both beneficial and potentially disadaptive outcomes.

The findings suggest that physical activity can support executive functioning when embedded within intentional and measured frameworks, but may become excessive and interfere with daily functioning when it operates as an unmediated compensatory strategy. From an educational standpoint, these results emphasize the importance of shifting the focus from quantity to quality of movement, framing physical activity as a situated formative practice that requires awareness, modulation, and meaning.