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Physical-educational motor stations for children and adolescents with needs associated or not with disabilities

Abstract:

Introduction: Educational inclusion evidences actions that involve teachers of Physical Education, training them in efficient work with children and adolescents with educational needs associated or not with a disability. The research is related to inclusive education, aimed at students with different motor, auditory and visual disabilities. Objective: to comparison of physical-educational models from adapted physical education area, determining which is the most effective season for motor learning in children and adolescents with educational needs associated or not with a disability. Methods: 32 students with educational needs associated with a disability were investigated, and 19 were not associated with a disability. Six stations and their variants of physical exercises were studied with group and cooperative games, exercises proposed by different international authors, establishing their potentialities from a comparison in the independent development of skills and physical abilities in students. Results: Significant differences were found in enhancement of capacities and motor abilities in the samples studied for each applied station (p = 0.009), as well as their variants of physical exercises (p = 0.024). Station 2 stands out over the rest (27,33), and station 5 variants (23,50). Conclusions: Stations and their variants related to physical-educational models related to adapted physical education and base for sport stand out. Additionally, methodological actions are available to provide follow-up and better implementation in the mid-term of their own teaching-educational models that better enhance the physical abilities and capacities of Ecuadorian subjects with educational needs associated or not with a disability.