Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most prevalent neurodevelopmental disorders in childhood and is characterized by symptoms of inattention, hyperactivity, and impulsivity. In addition to these core symptoms, children with ADHD often experience deficits in executive functions and motor skills, which negatively affect their academic achievement, social interactions, and overall quality of life. Recent evidence suggests a close relationship between cognitive and motor functions, indicating that improvements in one domain may positively influence the other. Dual-task training, which combines cognitive and motor activities performed simultaneously, has recently gained considerable attention as an effective rehabilitation approach. By progressively increasing cognitive load and engaging working memory, selective attention, and executive control, this intervention may improve both cognitive performance and motor proficiency in children with ADHD. However, previous studies have mainly focused on simple dual-task paradigms, small sample sizes, and laboratory-based settings, leaving limited evidence regarding the effects of different cognitive load levels in more functional environments. Therefore, the present study aims to investigate the effects of increased cognitive load through dual-task training on cognitive and motor performance in children with ADHD. Cognitive performance will be assessed using measures of working memory and selective attention, while motor performance will be evaluated through balance and hand–eye coordination. The findings may contribute to developing evidence-based rehabilitation programs and improving the functional outcomes and quality of life of children with ADHD.