Adapted Exercises for Teaching-Learning of Students with Visual Disabilities to the Practice of Goalball

Abstract

This research was conducted in a specialized educational unit with the aim of improving the teaching-learning process of goalball for students with visual impairments. The study began with the recognition of the limitations these students face in areas such as spatial orientation, motor precision, and technical execution during the practice of the sport. Based on this, the objective was to design a set of adapted exercises that respond to the specific needs of this population, encouraging their active participation and the development of motor skills. The methodology employed was quantitative, with a non-experimental, descriptive, and cross-sectional design. A Likert-type rating scale was applied to four students with visual impairments to diagnose their level of technical performance. Based on the results obtained, a guide of progressive and contextualized exercises was structured. The proposal was validated by four Physical Education experts, who evaluated various methodological, pedagogical, and ethical aspects using an expert judgment matrix. The results showed high acceptance, with a predominance of "Fully Compliant" ratings, which supported the relevance, coherence, and viability of the proposal. In conclusion, the developed proposal constitutes an effective inclusive strategy that promotes equitable access and meaningful learning of goalball in specialized school settings. The main objective of the scientific article is to design a set of adapted exercises for teaching and learning goalball to students with visual impairments.