Quantitative and qualitative analysis of an intervention with adapted motor games: Project "Jogamos tudo, Brincamos todos”

Authors

DOI:

https://doi.org/10.6063/motricidade.27088

Keywords:

1st CEB, Games, Reverse Inclusion, Inclusion Attitudes, Perception of Competence

Abstract

The present pilot project aims to analyse the effect of an intervention program based on ludic-motor games adapted for sensory and physical disabilities, lasting 5 weeks. The project is for children of the 1st and 4th grades of the 1st cycle of Basic Education and regards attitudes of inclusion and the perception of competencies. Thirty-two students participated, 15 male and 17 female, aged between 6 and 10 years old. For the assessment of the implementation of this program of inverse inclusion, we used a mixed methodology with the quantitative assessment carried through a questionnaire (in the validation process) and the qualitative assessment with focus groups. The main results reveal significant differences in the perception of competence dimension between the two evaluation moments (pre and post). The analysis of the focus groups highlighted the satisfaction with the activities developed in the program as well as the perception of its relevance. In general, we concluded that the project allowed participants to be more aware of the skills and difficulties of a child with disabilities, as well as more knowledgeable of strategies (for example, games and play) to include peers with disabilities.

Published

2022-09-30

Issue

Section

Original Article