Enhancing inclusivity: A holistic approach to psychomotor development and adapted football programs for children with intellectual disabilities

Abstract

Abstract Aim. The aim of this article is to investigate the effectiveness of personalized psychomotor programs, particularly focusing on adapted football programs, for children with intellectual disabilities (ID). Material and methods. Twelve participants, with a mean age of 17.42 years underwent a carefully designed intervention program spanning 36 weeks. The program aimed to enhance fundamental movement skills, integrate these skills into specialized football training, and culminate in a Unified 7-a-side Football Match. Results indicate significant improvements in static and dynamic balance. Moreover, the intervention positively impacted social interaction among participants. The statistical analysis in this study involved the utilization of the Paired Samples t-Test (One-Sample), a method for comparing means within paired groups, which enabled a comprehensive examination of the data to assess the significance of observed alterations and understand the intricate interrelationships among variables. Results. Results revealed significant differences between pre- and post-intervention measurements, providing robust evidence of the program's efficacy. The significant associations between physical parameters and social interaction underscore the interdependency between physical fitness and social engagement. Our findings suggest that improvements in physical abilities may contribute to increased social interaction among children with intellectual disabilities, underscoring the holistic nature of our intervention, which addresses multiple dimensions of development simultaneously. The findings underscore the holistic benefits of integrating psychomotor development and adapted football programs for adolescents with intellectual disabilities, emphasizing the importance of promoting inclusive physical activities for their overall well-being. Through psychological analyses, we gained insights into their cognitive and emotional dimensions. Subsequently, we formulated a holistic framework for integrating psychomotor interventions with adapted football programs. Conclusions. Evaluating the advancements achieved through the implemented training programs, we aimed to contribute to the promotion of inclusivity for children with mild ID within society and the educational system. This research endeavors to contribute to the growing body of knowledge surrounding the holistic development and social inclusion of children with ID. This study examines the effectiveness of a comprehensive psychomotor development program.