Systematization of the experience of participation in an inclusive multisport workshop for neurodivergent children and youth

Osorio-Jara, Vicente; Olivares-Brito, Franco; Hernández-Lanas, Oscar

doi:10.1590/2526-8910.cto430442733

Table of contents previous current next

Table of contents

Experience Report • Cad. Bras. Ter. Ocup. 34 • 2026 • https://doi.org/10.1590/2526-8910.cto430442732 linkcopy

Systematization of the experience of participation in an inclusive multisport workshop for neurodivergent children and youth

Authorship SCIMAGO INSTITUTIONS RANKINGS

Introduction Occupational participation in sports promotes social inclusion, well-being, and holistic development among neurodivergent children and youth; however, challenges remain in community settings regarding access to and continuity of inclusive and adapted sports spaces. Within this context, the TEA Sports Center in the municipality of San Miguel, Chile, emerged as an initiative aimed at creating inclusive sports experiences.

Objective To systematize the experience of an inclusive multisport workshop and describe the perceived effects on neurodivergent children and youth and their caregivers.

Methods Experience systematization using a qualitative exploratory-descriptive approach, conducted between March and July 2025. Six children and youth and six caregivers participated. Data were collected through document review, group discussions, participant observation, and field notes, and were analyzed using thematic analysis.

Results The experience was positively valued, highlighting a safe, inclusive, and collaborative environment that fostered motivation for physical activity, a sense of belonging, and meaningful participation. Improvements were observed in attention, frustration tolerance, motor coordination, and participation in activities of daily living, evidenced both within the workshop setting and through reports of their transfer to everyday life. Caregivers reported increased social support and validation of their caregiving role.

Conclusion The sports center is configured as a community space that promotes well-being, social participation, and social cohesion, fostering a sense of belonging and validation of the caregiving role. Inclusive sport emerges as a meaningful occupation that contributes to social inclusion by expanding opportunities for participation in community contexts.

Keywords:
Sports; Occupational Therapy; Autistic Disorder; Social Participation

Stage	Key Questions	Application to the Experience
1. Starting Point	Why systematize? What is expected to be achieved?	To make visible the impact of the workshop on motor, social, and communication skills, as well as changes in the perceptions of children, adolescents, and caregivers.
2. Reconstruction of the Lived Process	What was done, with whom, and how?	Chronological description of the design, implementation, and development of the workshop, including the meanings and significance attributed to participation.
3. Critical Reflection	Why were things done this way?	Analysis of methodological decisions, the roles of the actors involved, and the context, as well as the factors that facilitated or hindered the experience.
4. Learning Outcomes	What worked and what could be improved?	Lessons learned regarding inclusion, participation, the use of adaptations, and engagement with families.
5. Future Projection	How can other practices or programs be enriched?	Recommendations to improve future versions of the workshop and guide similar policies or programs.
6. Final Organization	How should the account be organized?	Structured writing of the final report, including introduction, methodology, analysis, lessons learned, and future projections.

ID	Age	Gender	Diagnosis	Caregiver	Com	AT	Other Workshop	OT/PT Sessions	% Attendance
P1	13	M	ASD, ADHD	Father	V/G	Headphones	No	OT: once a week	88.9%
P2	6	M	ASD	Father	G	No	No	—	83.3%
P3	8	M	ADHD	Mother	V/G	No	1/month	OT: once every 6 months	61.1%
P4	14	M	ID	Mother	V/G	No	1/month	—	50%
P5	9	M	ASD, ADHD, ID	Father	G	Headphones	No	OT: once a week; PT: once every 6 months	66.7%
P6	13	M	ASD, ADHD	Mother	V/G	No	No	OT: once a week	50%

Block	Duration	Objectives	Strategies	Activities
Beginning	15 min	To integrate children, adolescents, caregivers, and the team, while preparing participants physically and emotionally	Verbal introductions; attendance check; positive reinforcement; minimization of distractions	Introduction of participants and caregivers; preparation of the space for the session
Development	50 min	To improve motor skills (stabilization, transport, and calibration of movements) and social skills (communication and collaboration)	Positive reinforcement; verbal and visual guidance; adaptation to individual abilities; continuous motivation; minimization of distractions	Motor circuits: coordination ladder and jumping activities; ball exercises: dribbling and shooting; team futsal matches
Closing	15 min	To promote relaxation, integration, and reflection on the session	Active participation of all attendees; reinforcement of achievements; social interaction	Group stretching; guided discussion with open-ended questions; acknowledgments and farewell

Observed Outcomes in Participants	Lessons Learned from the Implemented Service	Service Barriers
Improvements in attention and motor coordination	Importance of a safe and inclusive environment	Logistical limitations and availability of resources
Increased autonomy in daily activities	Value of a play-based approach in therapeutic interventions	Differences in functional levels and sensory/behavioral needs
Strengthening of self-esteem among participants and caregivers	Need for adaptive strategies for different participant profiles	Heterogeneous group pace and the need for continuous adaptation
Greater social engagement and sense of belonging	Relevance of interdisciplinary work and family participation	Irregular caregiver attendance
Satisfaction and gratitude expressed by family members	Benefits of inclusive sport for community cohesion	Dependence on institutional support and available funding

location_on

Universidade Federal de São Carlos, Departamento de Terapia Ocupacional Rodovia Washington Luis, Km 235, Caixa Postal 676, CEP: , 13565-905, São Carlos, SP - Brasil, Tel.: 55-16-3361-8749 - São Carlos - SP - Brazil
E-mail: cadto@ufscar.br

rss_feed Stay informed of issues for this journal through your RSS reader

[1] Note: This table summarizes the stages of the systematization process applied to the TEA Sports Center, adapting Jara’s (Jara Holliday (2018) methodological proposal to the specific experience of participation among children and adolescents with ASD and their caregivers. Prepared by the authors.