VIDBE-Q 2025 Volume 70 Issue 4
Outside of the school, all the students reported they participated in at least one
recreational physical activity. "I practice judo in a club outside of school and my
little sister also practices judo, but as an extracurricular activity" (P3). Although
students may participate in certain sports, no adaptations were reported. "There are
no adaptations in any of the sports. I have participated in outside of school,
whether football or capoeira. I practice capoeira, but I don't actually like it,
because it gives me a headache from the sun " (P4). Consequently, they could face
difficulties like exclusion. "I was enrolled in football outside of school. I had
started off well, but I slowed down the group because I couldn't run like everyone
else, so it just couldn't work out" (P4).
Adaptation of equipment: "but changing the color wouldn't make a
difference"
According to students' reports, the adaptation of equipment is one of the
strategies suggested by teachers; however, these adaptations do not appear to be
consistently implemented during lessons. "There are balls that are better suited
for me, the ones in different colors. Dark-colored balls are more visible to me, but
sometimes, if purple balls are not available, the teacher gives me a yellow one,
which I cannot see well" (P2). The analysis of students' experiences seems to
reveal that some adaptations are not always adequate or aligned with their VI " but
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