Desenvolvimento de um modelo instrucional baseado na estimulação multissensorial para ginástica adaptada: evidência de crianças com deficiência intelectual
DOI:
https://doi.org/10.47197/retos.v77.118653Palavras-chave:
Instrução multissensorial, ginástica adaptada, deficiência intelectual, desempenho motor fundamental, incluindo a Educação Física, desenvolvimento de modelos instrucionaisResumo
Introdução: A educação inclusiva e a educação física adaptada (EFA) requerem estratégias de ensino personalizadas para os perfis de aprendizagem sensorial e motora das crianças com deficiência intelectual (DI), que frequentemente apresentam dificuldades de coordenação persistentes na escola.
Objectivo: Desenvolver, validar e testar no terreno um modelo instrucional multissensorial de cinco fases para ginástica adaptada a crianças com DI dos 7 aos 12 anos.
Metodologia: Foi empregue um modelo educativo de I&D em duas fases: (1) validação do conteúdo por especialistas (n = 3) utilizando o índice V de Aiken nos componentes do modelo; e (2) um teste piloto de campo com 20 alunos com DI (7 a 12 anos) numa escola especial em Makassar, Indonésia. A intervenção aplicou cinco fases (Ativação Sensorial, Sinalização de Padrões, Prática Guiada Multissensorial, Reforço Cinestésico e Feedback Multimodal Reflexivo) em sete módulos (um módulo por sessão; ~40–45 minutos). A fidelidade/viabilidade foi monitorizada e as alterações pré e pós-intervenção no Desempenho Motor Fundamental (DMF) foram analisadas através de testes t de amostras emparelhadas, tamanho do efeito (dz) e intervalos de confiança (IC) de 95%.
Resultados: A validade de conteúdo foi elevada (V de Aiken = 0,853). A fidelidade aumentou de 2,38 (Módulo 1) para 3,63 (Módulo 7). O DMF composto apresentou uma melhoria significativa (+5,80; dz = 1,67; p < 0,001; IC 95% [4,17, 7,43]), com os maiores aumentos na Independência (+2,45) e no Motor (+2,20).
Discussão: As melhorias estiveram associadas à repetição estruturada, pistas multissensoriais e rotinas que promovem a autonomia; recursos de aprendizagem (por exemplo, cartões com ícones e marcadores) facilitaram a consistência.
Conclusões: O modelo é válido, viável e está associado a melhorias relevantes no desempenho motor fundamental em crianças com deficiência intelectual; sugere-se alargar a sua aplicação e avaliar os efeitos a longo prazo.
Referências
Alarifi, S. T., Denne, L., Alatifi, N. M., & Hastings, R. P. (2024). Interventions Addressing Challenging Be-haviours in Arab Children and Adults With Intellectual Disabilities and/or Autism: A Systematic Review. Journal of Applied Research in Intellectual Disabilities, 37(2). https://doi.org/10.1111/jar.13205
Aliriad, H., S, A., Manullang, J. G., Endrawan, I. B., & Satria, M. H. (2024). Improvement of Motor Skills and Motivation to Learn Physical Education Through the Use of Traditional Games. Teorìâ Ta Metodika Fìzičnogo Vihovannâ, 24(1), 32–40. https://doi.org/10.17309/tmfv.2024.1.04
Arroyo-Rojas, F., & Hodge, S. R. (2024). Phenomenological Research Involving Students with Disabili-ties in Physical Education: A Systematic Literature Review. Quest, 76(2), 135–153. https://doi.org/10.1080/00336297.2023.2206579
Baena-Morales, S., & González-Víllora, S. (2023). Physical education for sustainable development goals: reflections and comments for contribution in the educational framework. Sport, Education and Society, 28(6), 697–713. https://doi.org/10.1080/13573322.2022.2045483
Barnett, L. M., Jerebine, A., Keegan, R., Watson‐Mackie, K., Arundell, L., Ridgers, N. D., Salmon, J., & Dud-ley, D. (2023). Validity, Reliability, and Feasibility of Physical Literacy Assessments Designed for School Children: A Systematic Review. Sports Medicine, 53(10), 1905–1929. https://doi.org/10.1007/s40279-023-01867-4
Barzyk, P., & Grüber, M. (2024). Motor Learning in Golf—a Systematic Review. Frontiers in Sports and Active Living, 6. https://doi.org/10.3389/fspor.2024.1324615
Block, M. E., Haegele, J., Kelly, L., & Obrusnikova, I. (2021). Exploring Future Research in Adapted Phys-ical Education. Research Quarterly for Exercise and Sport, 92(3), 429–442. https://doi.org/10.1080/02701367.2020.1741500
Camarata, S., Miller, L. J., & Wallace, M. T. (2020). Evaluating Sensory Integration/Sensory Processing Treatment: Issues and Analysis. Frontiers in Integrative Neuroscience, 14. https://doi.org/10.3389/fnint.2020.556660
Case, L., Kirk, T. N., Stribing, A., & Blagrave, A. J. (2025). A Document Analysis of Disability-Focused Ar-ticles Published in Practitioner-Oriented Physical Education Journals From 2013 to 2022. Kine-siology Review, 14(3), 329–339. https://doi.org/10.1123/kr.2024-0038
Chu, H.-Y., Chan, H., & Chen, M. (2021). Effects of Horticultural Activities on Attitudes Toward Aging, Sense of Hope and Hand–Eye Coordination in Older Adults in Residential Care Facilities. Inter-national Journal of Environmental Research and Public Health, 18(12), 6555. https://doi.org/10.3390/ijerph18126555
Chua, L.-K., Jiménez-Díaz, J., Lewthwaite, R., Kim, T., & Wulf, G. (2021). Superiority of External Atten-tional Focus for Motor Performance and Learning: Systematic Reviews and Meta-Analyses. Psy-chological Bulletin, 147(6), 618–645. https://doi.org/10.1037/bul0000335
Cleven, L., Krell-Roesch, J., Nigg, C. R., & Woll, A. (2020). The association between physical activity with incident obesity, coronary heart disease, diabetes and hypertension in adults: a systematic re-view of longitudinal studies published after 2012. BMC Public Health, 20(1), 726. https://doi.org/10.1186/s12889-020-08715-4
Colombo-Dougovito, A. M., Block, M. E., Zhang, X., & Strehli, I. (2019). A Multiple-Method Review of Accommodations to Gross Motor Assessments Commonly Used With Children and Adolescents on the Autism Spectrum. Autism, 24(3), 693–706. https://doi.org/10.1177/1362361319884400
Dafun, P. B., Nurhasan, N., Muhammad, H. N., Padmasari, D. F., & Ayubi, N. (2024). An Investigation of the Flipped Learning Method to Physical Education Classes in the University: Systematic Re-view. Retos, 52, 384–389. https://doi.org/10.47197/retos.v52.102148
Di Concilio, S. , Forte, D. , & Senatore, B. (2019). Artistic gymnastics and down’s syndrome. Journal of Physical Education and Sport, 19(5).
Duan, G., Han, Q., Ming-yan, Y., & Li, R. (2022). Effects of Rhythmic Gymnastics on Joint Attention and Emotional Problems of Autistic Children: A Preliminary Investigation. Computational Intelli-gence and Neuroscience, 2022, 1–10. https://doi.org/10.1155/2022/2596095
Elipe-Lorenzo, P., Díez-Fernández, P., Ruibal-Lista, B., & López-García, S. (2025). Barriers Faced by People With Disabilities in Mainstream Sports: A Systematic Review. Frontiers in Sports and Ac-tive Living, 7. https://doi.org/10.3389/fspor.2025.1520962
Ferawati, F., Syahruddin, S., Jamaluddin, J., Suarlin, S., & Ramadan, G. (2026). Multimedia-based 7E in-structional model to enhance student engagement and floor-gymnastics skills in elementary Physical Education. Retos, 77, 56–69. https://doi.org/10.47197/retos.v77.118186
Ghorbani, S., Dana, A., & Christodoulides, E. (2020). Effects of External Focus of Attention on Learning Static Balance Among Girls With ADHD. Biomedical Human Kinetics, 12(1), 69–74. https://doi.org/10.2478/bhk-2020-0009
Gitimoghaddam, M., Vanderloo, L. M., Hung, R., Ryce, A., McKellin, W. H., Miller, A. R., & Collet, J. (2021). Impacts of Participation in Community-Based Physical Activity Programs on Cognitive Func-tions of Children and Youth With Neurodevelopmental Disabilities: A Scoping Review. Brain Sciences, 11(2), 195. https://doi.org/10.3390/brainsci11020195
Holland, K., & Haegele, J. A. (2021). Perspectives of Students With Disabilities Toward Physical Educa-tion: A Review Update 2014–2019. Kinesiology Review, 10(1), 78–87. https://doi.org/10.1123/kr.2020-0002
Iborra, A. T., Más, J. R. L., & Suelves, D. M. (2023). Effects of Physical Education on Students With Intel-lectual Disabilities. A Systematic Review Autores/As. Cultura Ciencia Y Deporte, 18(58). https://doi.org/10.12800/ccd.v18i58.2021
Kurtoğlu, A., Çar, B., & Konar, N. (2022). The effect of 8 weeks plyometric exercise on physical and mo-toric features of mental disabled. Pedagogy of Physical Culture and Sports, 26(4), 228–232. https://doi.org/10.15561/26649837.2022.0402
MacEachern, S., Forkert, N. D., Lemay, J.-F., & Dewey, D. (2022). Physical Activity Participation and Barriers for Children and Adolescents with Disabilities. International Journal of Disability, De-velopment and Education, 69(1), 204–216. https://doi.org/10.1080/1034912X.2021.1952939
Maritska, *Ziske Maritska, Prananjaya, B. A., Parisa, N. P., Suryani, P. R., & Hartati, M. D. (2025). AN IN-SIGHT INTO GENETIC CONDITIONS ASSOCIATED WITH INTELLECTUAL DISABILITY IN IN-DONESIAN POPULATION. International Journal of Neuropsychopharmacology, 28(Supplement_1), i186–i187. https://doi.org/10.1093/ijnp/pyae059.323
Mawena, J., & Sorkpor, R. S. (2024). Enhancing inclusive physical activity for students with disabilities: Patterns and opportunities. Aquademia, 8(1), ep24002. https://doi.org/10.29333/aquademia/14430
McGuire, M., Long, J., Esbensen, A. J., & Bailes, A. F. (2019). Adapted Dance Improves Motor Abilities and Participation in Children With Down Syndrome: A Pilot Study. Pediatric Physical Therapy, 31(1), 76–82. https://doi.org/10.1097/PEP.0000000000000559
Mira, T., Costa, A. M., Jacinto, M., Diz, S., Monteiro, D., Rodrigues, F., Matos, R., & Antunes, R. (2023). Well-Being, Resilience and Social Support of Athletes with Disabilities: A Systematic Review. Behav-ioral Sciences, 13(5), 389. https://doi.org/10.3390/bs13050389
Özkan, Z., & Kale, R. (2023). Investigation of the effects of physical education activities on motor skills and quality of life in children with intellectual disability. International Journal of Developmen-tal Disabilities, 69(4), 578–592. https://doi.org/10.1080/20473869.2021.1978267
Pradipta, G. D., Suherman, W. S., Suhartini, B., Maliki, O., Widiyatmoko, F. A., Hudah, M., Yudhistira, D., Virama, L. O. A., Akhiruyanto, A., Hidayah, T., Paryadi, P., Pratama, E., Putranto, D. S. C., Oktarina, O., & Naviri, S. (2023). Development of Si Buyung Gymnastics-Based Motion Learning Model to Improve Students’ Basic Motion Skills: Aiken Validity. International Journal of Human Move-ment and Sports Sciences, 11(2), 388–397. https://doi.org/10.13189/saj.2023.110216
Puce, L., Okwen, P. M., Yuh, M. N., Akah Ndum Okwen, G., Pambe Miong, R. H., Kong, J. D., & Bragazzi, N. L. (2023). Well-being and quality of life in people with disabilities practicing sports, athletes with disabilities, and para-athletes: Insights from a critical review of the literature. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1071656
Ruffino, C., Gueugneau, N., & Grosprêtre, S. (2025). Barriers and Facilitators to Sports Participation in Autistic Europeans: Insights From a Large-Scale Questionnaire Survey. Frontiers in Sports and Active Living, 7. https://doi.org/10.3389/fspor.2025.1580462
Schroeder, E. C., DuBois, L., Sadowsky, M., & Hilgenkamp, T. I. M. (2020). Hypertension in Adults With Intellectual Disability: Prevalence and Risk Factors. American Journal of Preventive Medicine, 58(5), 630–637. https://doi.org/10.1016/j.amepre.2019.12.011
Shuttleworth, H., Hickey, L., & Toovey, R. (2024). Pathways to participation in gymnastics for children with disability. Disability and Rehabilitation, 46(11), 2365–2373. https://doi.org/10.1080/09638288.2023.2221460
Sousa, R. R. d., Sousa, A. B., Lima, A. F. B. de, Santos‐Rehder, R. d. B., Simão, C. R., Fischer, G., Camargos, A. C. R., Clutterbuck, G. L., & Leite, H. R. (2024). Modified Sports Interventions for Children and Ad-olescents With Disabilities: A Scoping Review. Developmental Medicine & Child Neurology, 66(11), 1432–1445. https://doi.org/10.1111/dmcn.15952
Syahruddin, S., Saleh, M. Sahib, Mailizar, M., Saleh, Muhammad Syahrul, Habibi, A., & Alqahtani, T. M. (2025). Responsible AI in Indonesian higher education: A survey in sports education and public health programs. Social Sciences & Humanities Open, 11, 101445. https://doi.org/10.1016/j.ssaho.2025.101445
Theroux, B. M., Eggins, E., Paynter, J., Dawe, S., & Williams, K. (2025). A Systematic Review and Evi-dence Gap Map Evaluation of Rhythmic and/or Complex Movement Interventions and Child Cognitive Outcomes. Clinical Child and Family Psychology Review. https://doi.org/10.1007/s10567-025-00547-1
Trabelsi, O, Romdhani, A., Ghorbel, A., Bouchiba, M., Trabelsi, Omar, Scharenberg, S., & Gharbi, A. (2025). A Review of Best Practices in Video Modeling for Sport Pedagogues. International Jour-nal of Sports Science & Coaching. https://doi.org/10.1177/17479541251335611
Xu, C., Ming-yan, Y., Kang, M., & Duan, G. (2020). Improving Physical Fitness of Children With Intellec-tual and Developmental Disabilities Through an Adapted Rhythmic Gymnastics Program in China. Biomed Research International, 2020(1). https://doi.org/10.1155/2020/2345607
Xu, C., Yao, M., Kang, M., & Duan, G. (2020). Improving Physical Fitness of Children with Intellectual and Developmental Disabilities through an Adapted Rhythmic Gymnastics Program in China. Bio-Med Research International, 2020(1). https://doi.org/10.1155/2020/2345607
Xu, W., & Wang, L. (2023). Adherence to 24‐h Movement Guidelines Among Chinese Children and Ado-lescents With Intellectual Disabilities. Journal of Intellectual Disability Research, 67(7), 668–678. https://doi.org/10.1111/jir.13035
Yemiscigil, A., & Vlaev, I. (2021). The bidirectional relationship between sense of purpose in life and physical activity: a longitudinal study. Journal of Behavioral Medicine, 44(5), 715–725. https://doi.org/10.1007/s10865-021-00220-2
YU, Q., Pan, X., Liu, Z., & Deng, C. (2025). Effect of Gymnastics on Balance Ability in Children Aged Three to Six Years. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1549741
Zhang, J., Lu, J., Sun, Y., & Li, J. (2024). Recreational Gymnastics Exercise of Moderate Intensity Enhanc-es Executive Function in Chinese Preschoolers: A Randomized Controlled Trial. Psych Journal, 13(6), 954–965. https://doi.org/10.1002/pchj.786
Zhao, P., Zhu, G., Chen, S., Pan, Y., Chen, K., Huang, L., & Li-ya, G. (2024). Effects of Aquatic Exercise and Floor Curling on Balance Ability and Lower Limb Muscle Strength in Children With Intellectual Disabilities: A Pilot Study in China. Children, 11(1), 85. https://doi.org/10.3390/children11010085
Zhou, X., & Qi, Y. (2022). Development of Creativity in Physical Education Teachers Using Interactive Technologies: Involvement and Collaboration. Education and Information Technologies, 28(5), 5763–5777. https://doi.org/10.1007/s10639-022-11422-9
Downloads
Publicado
Edição
Secção
Licença
Direitos de Autor (c) 2026 Syahruddin Syahruddin, Usman Usman, Kurnia Rusli, Ferawati Ferawati, Gilang Ramadan
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-SemDerivações 4.0.
Autores que publicam nesta revista concordam com os seguintes termos:
- Autores mantém os direitos autorais e assegurar a revista o direito de ser a primeira publicação da obra como licenciado sob a Licença Creative Commons Attribution que permite que outros para compartilhar o trabalho com o crédito de autoria do trabalho e publicação inicial nesta revista.
- Os autores podem estabelecer acordos adicionais separados para a distribuição não-exclusiva da versão do trabalho publicado na revista (por exemplo, a um repositório institucional, ou publicá-lo em um livro), com reconhecimento de autoria e publicação inicial nesta revista.
- É permitido e os autores são incentivados a divulgar o seu trabalho por via electrónica (por exemplo, em repositórios institucionais ou no seu próprio site), antes e durante o processo de envio, pois pode gerar alterações produtivas, bem como a uma intimação mais Cedo e mais do trabalho publicado (Veja O Efeito do Acesso Livre) (em Inglês).
Esta revista é a "política de acesso aberto" de Boai (1), apoiando os direitos dos usuários de "ler, baixar, copiar, distribuir, imprimir, pesquisar, ou link para os textos completos dos artigos". (1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess
