Virtual reality as a training tool for athletes with intellectual disabilities: a study protocol

Introduction: Immersive virtual reality (VR) is increasingly used in education and rehabilitation, yet little is known about its feasibility and tolerability among athletes with intellectual disabilities (ID). Understanding emotional, behavioral, and physical responses is essential before integrating VR into adapted sport training. Methods: This prospective, observational case-series included six male athletes with mild to moderate ID participating in adapted basketball training. Each athlete completed three sessions of low-motion, non-interactive 360° basketball-themed VR using the Meta Quest 3 headset. Emotional responses, behavioral indicators, static and dynamic balance, SSQ-aligned observational symptoms, and detailed usability logs were collected before, during, and after VR exposure. Descriptive statistics were used to summarize patterns across sessions. Results: Emotional grading remained predominantly positive across all sessions, with no VR-related negative affect. Engagement increased while distraction and hesitation decreased over time, indicating improved familiarity with immersive environments. Balance performance remained stable post-VR, with no signs of postural deterioration. SSQ-aligned monitoring showed negligible symptoms (98.1% scored zero), and no nausea occurred. Usability challenges were minor and primarily related to controller use, video initiation, and battery life. Discussion: Short, structured VR exposure was well tolerated and operationally feasible for athletes with ID. Findings support VR's potential as a safe and engaging supplementary tool in adapted basketball training, warranting further research with larger and more diverse samples.