Circus Didactic Strategy in Physical Education for the Inclusion of Students with Attention Deficit Hyperactivity Disorder

Abstract

Contemporary physical education has experienced advances in the practice of physical exercise, hence the need to implement inclusive methodological tools that favor the inclusion of students with special educational needs in this type of activity. The study aimed to design a circus teaching strategy in physical education for the inclusion of students with attention deficit hyperactivity disorder (ADHD). The research carried out is non-experimental, with a qualitative approach, and is descriptive-explanatory in scope. An intentional non-probabilistic sampling was used; the inclusion-exclusion criterion was the existence of the largest number of students with ADHD, consequently the sample was defined by the 4th year of EGB, with a total of 35 students, two of whom have neurodevelopmental disorders. The research methods and techniques used, from the theoretical level, the analytical-synthetic, inductive-deductive valid during the study of the theoretical foundation and the structural-functional systemic, in the elaboration of the circus teaching strategy, as empirical methods, observation and the interview carried out with the pedagogical group. The validation of the study was carried out through the focus group technique, based on obtaining evaluative criteria from the methodological perspective on the effectiveness and acceptability of the proposal. The importance is determined in achieving the implementation of innovative teaching approaches that combine comprehensive development with educational inclusion. The results indicate that the circus teaching strategy connotes the participation and inclusion of students with ADHD, highlighting the flexibility and adaptability to different school contexts.