Traditional Games, Inclusion: Physical Education for Students with Attention Deficit Hyperactivity Disorder

The inclusion of students with Attention Deficit Hyperactivity Disorder (ADHD) in Physical Education presents pedagogical, didactic, and educational challenges. Therefore, the objective of this research was to design a system of traditional games with specific adaptations to optimize the inclusion process for students with ADHD in Physical Education. The research was conducted in a school in the city of Cuenca, in three stages: diagnosis, planning-design, and validation. A non-experimental, descriptive, cross-sectional mixed-methods approach was used, supported by theoretical and empirical methods such as observation, interviews, surveys, and document review. The sample was non-probabilistic, intentionally selecting two students with ADHD based on inclusion criteria. As a result, a system of traditional games with specific adaptations was designed to optimize the inclusion of students with Attention Deficit Hyperactivity Disorder (ADHD) in Physical Education. This system is distinguished by its application of the ERCA methodology and the use of adaptations. Its usefulness, relevance, and novelty for inclusion in Physical Education were confirmed by expert criteria.