Adapted physical activities - gross motor skills: inclusion experience for cases with Down Syndrome

Abstract

Introduction. Promoting the improvement of gross motor skills in students who have Down Syndrome is essential for their inclusion in the Physical Education class and for their comprehensive development. Aim. Design adapted physical activities aimed at improving gross motor skills and including students with Down Syndrome within the Physical Education class. Methodology. A mixed, pre-experimental approach was followed; supported by theoretical and empirical methods, together with techniques such as observation, interviews, and the Movement movement evaluation battery. The entire process included three stages: diagnosis, design, application - validation. The sample was non-probabilistic of an intentional type with emphasis on a case that presents Down Syndrome, located in the Peekaboo Educational Unit in the city of Guayaquil. Results. The results obtained showed the limitations that the student with Down Syndrome presents in gross motor skills, as well as the lack of adapted physical activities that enable inclusion within the Physical Education class; As a result of this, 8 adapted physical activities were designed, which were initially validated using specialist criteria and after that they were applied for 8 weeks, recognizing their relevance and feasibility. Conclusions. It concludes by pointing out that the proposed adapted physical activities are favorable for the improvement of gross motor skills in students with Down Syndrome, contributing to the inclusion process and their comprehensive development. General study area: Education. Specific study area: Inclusive Physical Education. Study type: original article.