Desarrollo de un modelo instruccional basado en la estimulación multisensorial para la gimnasia adaptada: evidencia a partir de niños con discapacidad intelectual
DOI:
https://doi.org/10.47197/retos.v77.118653Palabras clave:
Instrucción multisensorial , gimnasia adaptada, discapacidades intelectuales, desempeño motor fundamental, Educación Física inclusiva, desarrollo de modelos instruccionalesResumen
Introducción: La educación inclusiva y la educación física adaptada (EFA) requieren estrategias de enseñanza acordes con los perfiles sensoriales y de aprendizaje motor de los niños con discapacidad intelectual (DI), quienes suelen presentar dificultades persistentes de coordinación en la escuela.
Objetivo: Diseñar, validar y probar en campo un modelo instruccional multisensorial de cinco fases para gimnasia adaptada en niños con DI de 7 a 12 años.
Metodología: Se empleó un diseño educativo de I+D en dos fases: (1) validación de contenido por expertos (n = 3) mediante el índice V de Aiken en los componentes del modelo; y (2) prueba piloto en campo con 20 estudiantes con DI (7–12 años) en una escuela especial de Makassar, Indonesia. La intervención aplicó cinco fases (Activación Sensorial, Señalización de Patrones, Práctica Guiada Multisensorial, Refuerzo Cinestésico, Retroalimentación Multimodal Reflexiva) en siete módulos (un módulo por sesión; ~40–45 minutos). Se monitoreó fidelidad/factibilidad y los cambios pre–post en el Rendimiento Motor Fundamental (FMP) se analizaron con t de muestras relacionadas, tamaño de efecto (dz) e IC 95%..
Resultados: La validez de contenido fue alta (V de Aiken = 0.853). La fidelidad aumentó de 2.38 (Módulo 1) a 3.63 (Módulo 7). El FMP compuesto mejoró significativamente (+5.80; dz = 1.67; p < .001; IC 95% [4.17, 7.43]), con mayores incrementos en Independencia (+2.45) y Motor (+2.20).
Discusión: Las mejoras se relacionaron con repetición estructurada, claves multisensoriales y rutinas que favorecen la autonomía; las ayudas didácticas (p. ej., tarjetas con iconos y marcadores) facilitaron la consistencia.
Conclusiones: El modelo es válido, factible y se asocia con mejoras relevantes del rendimiento motor fundamental en niños con DI; se sugiere ampliar su aplicación y evaluar efectos a largo plazo.
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Derechos de autor 2026 Syahruddin Syahruddin, Usman Usman, Kurnia Rusli, Ferawati Ferawati, Gilang Ramadan
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