Teaching of Futsal for Intellectually Disabled People

ABSTRACT:

The purpose of this paper was to investigate the impact of a Futsal education program for young adults and adults with ID, centered on teaching tactical proposals through Collective Sports Games, on the game actions performance. The sample was composed of 11 individuals with ID, aged between 18 and 40 years. The program was conducted over 30 classes, with 2 classes per week, each lasting 1 hour and 20 minutes. For purposes of data analysis, formal games, lasting 8 minutes during pre-intervention and post-intervention were video recorded, observing the frequency of the following game actions: moving forward with the ball and/or dribbling, passing the ball to other teammate, kicking towards the goal, positioning in pitch so as to be an option to receive a pass, marking between the forwards and the goal, man-to-man marking, late marking - all these classified as positive actions - and kicking the ball with no direction, making a pass with no direction, not attacking and not marking - all these were classified as negative. As a result, at the end of the program, it could be noted that 9 individuals showed an increase in frequency of actions, whereas only 2 individuals showed similar frequency of actions both before and after intervention, which means an enhance in the game engagement, as well as an increased number of positive actions. In conclusion, it is believed that a program based on strategic/tactical game model that meet the individuals' demands and that address content derived from tactical viewpoints of CSGs teaching can be a rather interesting scenario for this population.

KEYWORDS:
Special Education; Intelectual Disability; Physical Education; Sport for Disabled Students