Pre-sports games adapted to the inclusion of students with ADHD in Physical Education classes.

Abstract

Pre-sports games are valuable resources for the inclusion of students with Attention Deficit Hyperactivity Disorder (ADHD). Attention Deficit Hyperactivity Disorder (ADHD). This study presents a system of system of adapted games designed to promote the inclusion of children with ADHD in Physical Education Physical Education classes in the Atahualpa Educational Unit, Ambato. The initiative arises from the limited participation of 5th grade students, Parallel A, in these classes. A qualitative methodological approach was used at a qualitative methodological approach was employed, using a descriptive and cross-sectional design. cross-sectional design. Theoretical methods such as the historical-logical and the analytical-synthetic, as well as the analytical-synthetic, as well as empirical methods that included documentary analysis, observation and semi-structured interviews. analysis, observation and semi-structured interviews with teachers and students. The validation of the proposal was carried out through a pedagogical experience that incorporated essential feedback to adjust the system and guarantee inclusion. The results of the diagnosis show a worrying lack of inclusion, reflected in the low participation and few social interactions of students with ADHD. Therefore, it is crucial to implement methodological changes and create an environment that encourages participation. The pre-sports games system includes adaptations in materials and rules, ensuring that all participants enjoy and benefit. This strengthens motor and social skills, promoting an environment of respect between students with and without disabilities. Validation showed satisfaction among students for the classes and the interactions achieved, supporting the sustainability and expansion of this inclusive proposal.