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131
Articles
Alex Perlaza Estupiñán
Universidad de Guayaquil, Ecuador
alex.perlzae@ug.edu.ec
ORCID https://orcid.org/0009-0009-8793-1740
Darley Burgos Ángulo
Universidad de Guayaquil, Ecuador
darley.burgosan@ug.edu.ec
ORCID https://orcid.org/0000-0002-9971-0197
Daisy Meza-Palma
Universidad de Guayaquil, Ecuador
daisy.mezap@ug.edu.ec
ORCID: https://orcid.org/0000-0002-4423-9940
Ruth Adriana Yaguachi Alarcón
Universidad Católica Santiago de Guayaquil, Ecuador
ruth.yaguachia@ug.edu.ec
ORCID https://orcid.org/0000-0002-6826-4657
This work is licensed under a Creative Commons
Attribution-NonCommercial-NoDerivatives 4.0
International License.
Abstract: Introduction: Adapted physical activity
has become a crucial element for the
comprehensive development of children with
special educational needs. Objective: To analyze
the relationship between the benefits of adapted
physical activity and the level of parental
satisfaction in children with special educational
needs. Methodology: A non-experimental
correlational study was conducted with a sample of
127 fathers, mothers, and guardians of children
with special educational needs (SEN) who
participated in a holiday program of adapted
physical activity. A Likert-type survey was applied
to analyze the variables and the perceived benefits
of the physical activity developed during the
program, as well as parental satisfaction with the
outcomes of the experiences. The analysis included
descriptive statistics and Spearman correlations
using SPSS. Results: The results show an almost
perfect correlation between the perceived benefits
of adapted physical activity and parental
satisfaction (rho = 0.996, p < 0.01), indicating a
strong monotonic relationship between both
variables: as parents perceive more benefits in the
program, their satisfaction also increases.
Discussion: The almost perfect correlation
observed between the variables suggests that as
parents recognize more benefits from their
children's participation in physical activities, their
satisfaction also increases proportionally.
Conclusions: The significant correlation observed
suggests that improving communication about the
benefits of these activities could be a key strategy
to increase motivation and participation of
children with special educational needs in Adapted
Physical Activity programs.
Keywords: Adapted Physical Activity; inclusion;
parental satisfaction.
Benefits of adapted physical activity and its relationship with parental
satisfaction in children with special educational needs
Alex Perlaza Estupiñán
1
; Darley Burgos Ángulo
2
; Daysi Meza Palma
3
& Ruth Adriana Yaguachi Alarcón
4
RIAF. International Journal of Physical Activity
Universidad de Guayaquil, Ecuador
Frequency: Semi-annual
Vol. 4, N° 2, 2026
revista.riaf@ug.edu.ec
Received: June 5th, 2026
Approved: July 6h, 2026
Published: July 25
th
, 2026
URL: https://revistas.ug.edu.ec/index.php/riaf
DOI: https://doi.org/10.53591/riaf.v4i2.3256
Authors who publish in RIAF acknowledge and accept the following
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133
According to Bermeosolo (2014), inclusion is
defined by the RAE as the action of including
something within another thing or within its
limits, and also as the connection or friendship
between people, which highlights its physical and
social dimension. Adapted physical activity is any
exercise or movement that has been modified or
adapted to meet the individual needs of people
with disabilities or special educational needs. This
approach seeks to ensure that all people,
regardless of their physical abilities, can
participate in physical activities safely and
effectively.
The activities can be endurance, flexibility,
coordination, and motor skills exercises, and are
aimed at promoting health, well-being, and social
inclusion, thus facilitating the improvement in the
quality of life of the participants. Participating in
inclusive sports programs helps to improve the
physical condition of people with intellectual
disabilities and strengthens their sense of
autonomy and decision-making capacity. This
highlights the importance of sport as a tool for
comprehensive development and social inclusion
(Calle-Molina & Sanz-Arribas, 2024).
The objective of analyzing the attitudes of
physical education students, with respect to
variables such as gender, disability, and
competitiveness, is to determine how these
factors influence students' perceptions. It is
suggested that more positive attitudes may be
more common in girls, students with disabilities,
and those who value competitiveness less,
highlighting the importance of recognizing
diversity in the educational environment to foster
a more inclusive space (Martínez-Morales et al.,
2024).
Physical Activity should be considered an
essential pillar to promote inclusive civic
participation throughout life, in order to develop
young people who are physically literate and who
have the skills, confidence, and understanding
necessary to continue engaging in physical activity
over time (Romero García & Clavijo Gutierrez,
2019).
According to Rubinstein and Franco (2021),
adapted physical activity (APA) is a body of
knowledge that brings together knowledge from
physical education, sport, recreation,
rehabilitation, and health. Adapted physical
activity does not only refer to adapting activities
to make them accessible but implies an inclusive
vision that promotes the participation of all
individuals. This type of activity starts from
understanding the capacities and limitations of
each subject, which allows for setting realistic and
achievable goals.
Adapted physical activity favors the
development of motor skills, the improvement of
physical condition, and the strengthening of self-
esteem, which contributes to greater social and
emotional integration of children with special
educational needs. Parental participation in these
activities can also generate greater parental
satisfaction, by observing how their children
thrive and develop in an inclusive and supportive
environment. The pedagogical approach that
integrates physical activity in the context of
adapted physical education allows students to
meet their educational needs, while
simultaneously improving their physical skills and
fostering self-confidence (Ben Rakaa & Bassin,
2025).
Montiel et al. (2025) affirm that the inclusion of
pedagogical strategies in physical activity favored
the participation, social interaction, and
adaptation of students with Autism Spectrum
Disorder (ASD). Special educational needs (SEN)
are those conditions that affect the learning and
participation of children in the educational
environment, including their access to physical
activity.
Various studies have confirmed the
effectiveness of programs aimed at modifying
attitudes towards disability in the field of Physical
Education. These programs contribute
significantly to the creation of more inclusive,
empathetic, and respectful educational
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134
environments (Abellán et al., 2018). Inclusive
education should be an essential pillar of the
educational system, enabling a welcoming and
valuing environment for each child and young
person, attending to their differences and
personal qualities (Molina, 2015).
Children with SEN, who may have physical
disabilities, developmental disorders, or
emotional conditions, often face particular
challenges that require specific adaptations in
their physical education programs. Adapted
physical activity is shown to be an effective
response that not only stimulates the physical
health of these children but also favors their
social integration and the development of their
motor skills. By engaging in adapted physical
activities, they can increase their self-esteem and
foster a sense of belonging in an inclusive
context, which is fundamental for their
comprehensive well-being.
Parental satisfaction is notably influenced by
their participation in adapted physical activities.
Parents of children with SEN often seek
opportunities that promote the comprehensive
development of their children, and adapted
physical activity can provide a space where
children not only exercise but also socialize and
have fun. Seeing their children's achievements
and progress in these activities helps increase the
satisfaction and pride of the parents.
This family support is fundamental, as it
promotes the continuity of participation in
physical activity programs, which enriches the
educational and life experience of children with
SEN, and underscores the importance of an
inclusive and adapted approach in physical
education. In primary and secondary education,
Physical Activity is a compulsory subject.
Equestrian activities are an option for children
with low-prevalence diseases, as long as they like
animals and have no medical contraindications
(García-Peña et al, 2020).
Adapted physical activity can be understood as
a set of interdisciplinary knowledge focused on
recognizing and addressing individual differences
in physical activity, adapting them to the context
in which they are carried out, as pointed out by
Pérez Tejero et al. (2012). However, there are
significant challenges to ensuring that PE is
accessible and inclusive for all students. Creating
a supportive and welcoming environment, known
as an Inclusive and Friendly Learning
Environment, is essential to allow each student,
regardless of their background or abilities, to
participate meaningfully and benefit from
physical education activities (Afridawati et al.,
2025).
Exercise strengthens and increases muscular
endurance, flexibility, posture, and movement,
and also regulates circulation, cardiovascular
endurance, bone mineralization, and metabolism.
It has analgesic and anti-inflammatory properties,
and helps improve mood, cognitive performance,
and sleep quality. This comprehensive impact of
exercise demonstrates its importance as a
preventive and therapeutic strategy, promoting a
healthy lifestyle and improving quality of life in
different populations (Lillo, 2019).
Participating in adapted physical activities not
only benefits the physical and emotional
development of children but also has a significant
impact on parental satisfaction. Parents feel a
sense of pride and happiness when they see their
children in physical activities tailored to their
specific needs. By observing their children's
achievements, whether in improving their motor
skills or increasing their confidence, a positive
emotional connection is established that
strengthens the family relationship.
The majority of them agree that there is a strong
desire to carry out inclusion actions in their
schools and all agree on the importance of
involving families and community members in
these actions. This collaborative approach is
essential to create an inclusive and sustainable
environment, since community participation
strengthens commitment and supports the
success of inclusion initiatives (Yupanqui et al.,
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135
2014).
According to Garavito and Fernando (2021),
the fact that their children are in an inclusive and
supportive context gives them peace of mind, as
they are confident that they are receiving the
attention and care they need to thrive in their
development. Another facet in which parents are
determinant in parental satisfaction is active
participation in their children's physical activities.
When parents participate, by attending activities,
supporting their children in the process, or
collaborating with educators and coaches, they
feel more connected to their children's well-being
(Montenegro-Rueda & Fernández-Cerero, 2024).
This commitment not only increases children's
self-esteem but also allows parents to be part of
the inclusion process, which in turn increases
their satisfaction with their children's experiences
in the field of physical activity. Parental
involvement can generate a virtuous circle in
which both children and their families benefit
from an environment of support and mutual
development.
Through the connection projects for physical
activity for young people with special educational
needs, the University of Guayaquil manifests
itself on several fundamental levels. With these
projects, the university generates spaces for
inclusive participation where children and young
people with special educational needs can
develop their motor, emotional, and social skills
through adapted physical activities. This
approach not only contributes to the
comprehensive well-being of the participants but
also enhances the professional training of
university students, training them in inclusive and
adaptive methodologies.
According to López and Valenzuela (2015), the
growing trend towards inclusion and the
recognition of diverse conditions that impact
learning explain the increase in the school
population with special educational needs (SEN).
Therefore, it is necessary to implement the
physical activity programs proposed by the
different educational institutions in the city of
Guayaquil.
The connection projects generate a positive
impact on parental satisfaction, as they allow
building a bridge between the university and
families by observing the progress of their
children in accessible sports and recreational
environments. In this way, the university assumes
an active role in promoting equity, inclusion, and
the improvement of the quality of life of a
historically vulnerable population, aligning its
actions with the postulates of university social
responsibility and contributing to the
development of a healthier and fairer community.
With the introduction of systematic physical
activity and sports programs, an improvement in
self-perception and in the active role in family and
school environments has been observed. These
changes are particularly important in
environments where historical exclusion has
hindered the full development of this vulnerable
population (Floriano Rodríguez et al., 2023).
Belmonte Machado (2017) states that "The role
of the physical education teacher has been
redefined by political factors, so they must
contribute to the inclusion of students, the
improvement of quality of life, and the
promotion of a competitive spirit, thus satisfying
the different educational needs." The Finnish
model is an example of inclusion, based on equity
and the adaptation of the educational system to
the needs of students, ensuring access to
educational differentiation, guidance, personal
assistance, and welfare services (Martínez &
Rosas, 2022).
The objective of this research work is to explore
the impact of adapted physical activity on the
comprehensive development of children with
special educational needs. It aims to understand
how these benefits influence the perception and
satisfaction of their parents. To analyze the
relationship between the benefits of adapted
physical activity and the level of satisfaction of
parents of children with special educational
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136
needs, in order to understand how participation
in inclusive exercise programs influences the well-
being of children and their families. Between one
and five billion people live with some type of
disability, whether physical, sensory, mental, or
intellectual, and of this total, a large percentage is
in low- and middle-income countries (Pisà-
Canyelles et al., 2023).
Materials and Methods
This study is of a quantitative, non-experimental
correlational approach, through the application
of a Likert-type survey aimed at parents and
guardians of children with special educational
needs who participated in a holiday program of
adapted physical activity. The research was
carried out in sports centers of the Faculty of
Physical Activity and Sport Sciences, where
questionnaires were applied to evaluate the
perception of benefits and satisfaction with the
program. Although the approach allowed for
collecting valuable data directly from family
members, the non-random composition of the
sample and the specific context of the holiday
program pose limitations on the generalization of
the results.
The design used, based on self-administered
surveys, was adequate to measure the variables of
interest in real implementation conditions. The
Likert scale selected for the survey was: 1 Totally
disagree, 2 Disagree, 3 Agree, and 4 Totally agree.
The survey was validated with Cronbach's
Alpha, with a reliability level of .951, which
considers the survey as a highly reliable
instrument. The research highlights the
importance of considering both the
characteristics of the program and the
perspectives of families in the design of future
adapted interventions.
To analyze the correlation of the two variables
and their dimensions, 6 questions were used in
the survey:
Participants
This study included fathers, mothers, and
guardians of children with special educational
needs (SEN) who participated in a holiday
program of adapted physical activity. The
inclusion criteria for participants were: (1) being
the primary responsible party (father, mother, or
legal guardian) of a child or young person with
SEN who was enrolled in the program; (2) that
the beneficiary attended activities regularly during
the two months of intervention; and (3) having
given written informed consent. The sample was
obtained through non-probabilistic convenience
sampling and included families associated with
community centers and organizations supporting
people with disabilities, whose daughters and
sons had various conditions such as physical
disabilities, intellectual disabilities, and autism
spectrum disorders, among others. Data
collection was carried out through self-
administered surveys with Likert scales, which
were applied during the final phase of the
program to evaluate the perception of benefits
and parental satisfaction.
Note: Own Elaboration.
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137
The analysis of data on the type of disability
present in the inclusive holiday program reveals a
diversity of conditions among participants. The
category with the highest representation is autism,
with 44 cases, constituting 34.6% of the total
sample. This suggests that the program is
especially relevant for children with this
diagnosis, which may reflect a greater need for
inclusion and support for this group. The
combination of sport and experiential activities
enhances the benefits in children with autism,
improving their effectiveness, sociability, and
communicative skills through the increase of
hormones such as oxytocin and progesterone
generated by contact with animals (González et
al, 2025).
This is followed by intellectual disability, with
39 participants (30.7%), which also represents a
significant proportion of the population.
Together, these two categories encompass more
than 65% of the participants, indicating that the
program is mainly designed to serve these
disabilities.
Other disabilities, such as Down syndrome
(4.7%), physical disability (3.9%), and language
difficulties (1.6%), have lower representation,
which may indicate the need to evaluate whether
these conditions are adequately considered in the
program's design. On the other hand,
psychosocial disorders, which comprise 20.5% of
the participants, are also an important part of the
population served, implying that the inclusive
holiday program seeks to address a broad
spectrum of needs.
The profile of disabilities in the inclusive
holiday program suggests that the program
focuses mainly on autism and intellectual
disability, which is positive, but also raises the
need to ensure that other types of disabilities are
equally represented and supported in future
editions of the program. Cruz Vadillo & Casillas
Alvarado (2017) indicate that civil society groups
have made people with disabilities visible as
citizens with rights and value, supported by laws
and policies that promote positive actions and
anti-discrimination mechanisms.
Procedure
The study was developed in three clearly defined
phases during the University of Guayaquil holiday
program. In order to ensure the validity and
reliability of the results obtained in the research,
strict standards of scientific rigor have been
implemented (Hinojosa, et al, 2024). Firstly, the
recruitment of parents and guardians of children
with special educational needs participating in a
holiday program of adapted physical activity was
carried out.
They were provided with information about the
study objectives and the ethical procedures
involved (Gonçalves, et al, 2025). Inclusion
criteria were applied, such as being the legal
guardians of the minor, guaranteeing a minimum
attendance of 80% to the sessions, and signing
the informed consent form.
Subsequently, during the last week of the
program, a validated Likert-type survey was
applied that evaluated both the perception of
benefits and the level of parental satisfaction,
using face-to-face formats at the program
facilities and digital formats for those who could
not attend.
Finally, the collected data were processed using
statistical analysis in SPSS, where the relationship
between variables and dimensions was analyzed
using the Spearman's Rho coefficient,
maintaining at all times the ethical standards of
confidentiality and anonymity of the participants
(De la Cerna, et al, 2024).
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138
Data analysis
To analyze the data, a rigorous process was
carried out that breaks down into three main
stages. The database was cleaned by eliminating
incomplete cases and coding the Likert scale
responses (1-4 points) for statistical treatment.
Global indices were subsequently calculated by
averaging the survey questions for each construct
(perceived benefits and parental satisfaction),
which allowed for a more robust analysis in SPSS
version 27 (Martins et al., 2019).
To evaluate the normality of the data, the
Kolmogorov-Smirnov test was used. The results
showed that for both variables the data do not
follow a normal distribution (Variable 1: p=0.001;
Variable 2: p=0.001) since both values are less
than the significance level of 0.05. Therefore, for
all comparisons, Spearman's correlation
coefficient (rho) was used, as it is a non-
parametric test suitable for data that do not meet
the normality assumption.
The analysis showed an almost perfect positive
correlation between both variables (rho = 0.996;
p < 0.001), which means that parents who
perceived greater benefits from adapted physical
activity reported significantly higher levels of
satisfaction with the program. In addition,
statistics were elaborated to determine the degree
of relationship of each of the dimensions of the
studied variables.
Results
In this results section, the findings related to
the level of relationship between the studied
variables will be presented, as well as the specific
dimensions of each variable evaluated through
the applied survey. The analysis will focus on
unraveling how the perceived benefits of adapted
physical activity correlate with parental
satisfaction, providing a clear view of the
interaction between these variables. Furthermore,
the different dimensions of each variable will be
explored to identify patterns and trends that may
offer a deeper understanding of the experience of
parents and their children in the context of
adapted physical activity. These results will not
only contribute to the existing literature but will
also serve as a basis for future research and the
improvement of programs aimed at promoting
inclusion and family well-being.
Table 2.
Level of correlation between perceived benefits (V1) and parental satisfaction (V2)
V1
V2
Spearman's Rho
Perceived benefits
Correlation coefficient
1,000
,996
Sig. (bilateral)
.
,000
N
127
127
Parental satisfaction
Correlation coefficient
,996
1,000
Sig. (bilateral)
,000
.
N
127
127
Note. p < 0.01. Own Elaboration.
Variable 1 (V1)
Variable 2 (V2)
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El coeficiente Rho de Spearman, que estima el grado de correlación entre la variable Beneficios
percibidos (V1) y la variable Satisfacción parental (V2). Los resultados muestran una correlación positiva
casi perfecta entre ambas variables (rho = 0,996; N = 127; p < 0,01). Este hallazgo indica que los padres
que perciben mayores beneficios de la participación de sus hijos en el programa de actividad física adaptada
tienden a reportar niveles significativamente más altos de satisfacción. La significancia estadística (p <
0,01) confirma que la asociación observada no es atribuible al azar.
Tabla 3.
Correlation between dimension 1 of V1 and dimension 1 of V2
Variable 1
Variable 2
Spearman's
Rho
How clear is the benefit of
physical activity in the
development of children with
special educational needs?
Correlation
coefficient
1,000
1,000
Sig. (bilateral)
.
.
N
127
127
Are you satisfied with the
physical activities that your
child carries out during the
development of the holiday
program?
Correlation
coefficient
1,000
1,000
Sig. (bilateral)
.
.
N
127
127
Note. p < 0.01. Own Elaboration.
The results obtained reveal a perfect correlation between dimension 1 of variable 1, which measures
the perception of the benefits of physical activity in the development of children and young people with
special educational needs, and dimension 1 of variable 2, which evaluates parental satisfaction with the
physical activities carried out by their children. Spearman's correlation coefficient (rho = 1.000) indicates
an extremely strong monotonic relationship between both variables, suggesting that as parents recognize
greater benefits in adapted physical activities, their satisfaction also increases in the same proportion.
Table 4.
Correlation between dimension 2 of V1 and dimension 2 of V2
V1
V2
Spearman's
Rho
Do you believe that physical
activities will contribute to the
physical and emotional
development of children with
special educational needs?
Correlation
coefficient
1,000
1,000
Sig. (bilateral)
.
.
N
127
127
How would you rate your level
of satisfaction in relation to the
benefits of the physical
activities in which your child
participates?
Correlation
coefficient
1,000
1,000
Sig. (bilateral)
.
.
N
127
127
Note. p < 0.01. Own Elaboration
Los resultados de la correlación entre las dimensiones 2 de la variable 1 (V1) y la dimensión 2 de la
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The results of the correlation between dimensions 2 of variable 1 (V1) and dimension 2 of the variable
(V2) reveal a perfect relationship, with a Spearman correlation coefficient of 1.000 in both cases. This
indicates that there is total alignment between the parents' belief about the contribution of physical
activities to the physical and emotional development of children and young people with special educational
needs, and their level of satisfaction regarding the benefits of said activities. The sample size of 127
participants provides a solid basis for interpreting these results as an indication that, as parents believe
more in the benefits of physical activity, their satisfaction with their children's experiences also increases
in the same proportion.
Table 5.
Correlation between dimension 3 of V1 and dimension 3 of V2
V1
V2
Spearman's
Rho
Would you motivate your
child to participate in physical
activities that benefit their
development?
Correlation coefficient
1,000
,672
Sig. (bilateral)
.
,000
N
127
127
How much confidence do you
have in the quality of
experience your child will
have during physical
activities?
Correlation coefficient
,672
1,000
Sig. (bilateral)
,000
.
N
127
127
Note. p < 0.01. Own Elaboration
The results of the correlation between
dimension 3 of the independent variable (V1) and
dimension 3 of the variable (V2) indicate a
significant and positive relationship. In particular,
the Spearman correlation coefficient of 0.672
between the question "Would you motivate your
child to participate in physical activities that
benefit their development?" and "How much
confidence do you have in the quality of
experience your child will have during physical
activities?" suggests that as parents are more
motivated to encourage their children to
participate in physical activities, their confidence
in the quality of the experience they will receive
also increases. The bilateral significance of 0.000
supports the validity of this correlation, indicating
that this finding is statistically significant and not
due to chance.
Furthermore, the correlation coefficient of
0.672 is also observed in the opposite direction,
meaning that parents' confidence in the quality of
their children's experience is strongly related to
their willingness to motivate them to participate
in physical activities. This pattern suggests that
parents who trust the quality of the activities are
more likely to encourage their children's
participation, which in turn can have a positive
effect on the physical and emotional development
of the children.
Discusión
The results of this study show an almost
perfect positive correlation between the
perception of benefits of adapted physical activity
and parental satisfaction (rho = 0.996; p < 0.01).
This finding indicates that as parents recognize
greater benefits in their children's participation in
adapted physical activity programs, their level of
satisfaction increases considerably. This
relationship is consistent with what was pointed
out by Aguirre et al. (2025), who highlight that
parents' positive perception of inclusive physical
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141
education is a determining factor in increasing
participation and family satisfaction.
Similarly, Gallego et al. (2016) state that regular
physical exercise is valued for its benefits to
physical and mental health, which increases
resilience and well-being. In the context of
children with special educational needs, these
benefits transcend the family sphere, generating
pride and satisfaction in parents as they observe
their children's progress. This study empirically
confirms that relationship, showing that parental
satisfaction is not only associated with mere
participation but with the concrete perception of
the benefits obtained (Romaguera et al., 2025).
Furthermore, Lagos et al. (2022) identified the
family as a central facilitator for the practice of
physical activity in children with disabilities. Our
results complement this vision by demonstrating
that when parents perceive real benefits, they
become active agents who motivate and support
the continuity of their children in the programs.
The correlation observed between parental
motivation and confidence in the quality of the
experience (rho = 0.672) reinforces this idea.
On the other hand, Hernández et al. (2024)
emphasize that inclusive sport promotes an
environment of respect and skill development.
Our study provides evidence that these inclusive
environments not only benefit children but also
directly impact parental satisfaction, generating a
virtuous circle between the perception of
achievements and family support. Silva et al.
(2020) had already pointed out the importance of
involving the family environment in adapted
programs for people with Down syndrome; our
findings extend that conclusion to a broader
spectrum of special educational needs.
Finally, it is essential that future research
continues to explore the dynamics between
parents' perceptions and children's participation
in adapted physical activities. It is recommended
to carry out additional studies that evaluate how
different factors, such as community support and
educator training, can influence these
relationships. By addressing these issues, a more
comprehensive approach can be developed that
benefits both children and their families in the
context of adapted physical activity.
Limitations of the Present Study
This study has several limitations that must be
taken into account when interpreting the results.
Firstly, the sampling was non-probabilistic
convenience sampling, which limits the
generalization of the findings to other
populations or contexts different from the
analyzed holiday program. Secondly, the
correlational design does not allow establishing a
causal relationship between perceived benefits
and parental satisfaction. Thirdly, the almost
perfect correlation coefficient (rho = 0.996) could
be indicating some conceptual overlap between
the items measuring benefits and satisfaction, so
it would be advisable to refine the instruments in
future research. Finally, the absence of a control
group and measurement at a single time point
does not allow evaluating changes over time nor
attributing the results exclusively to the
intervention program.
Conclusions
The results of this study demonstrate an
almost perfect correlation between the
perception of benefits of adapted physical activity
and parental satisfaction in children with special
educational needs (rho = 0.996; p < 0.01). This
finding confirms that, the more benefits parents
recognize in their children's participation, the
higher their level of satisfaction with the program.
The high statistical significance supports the
consistency of this relationship. The found
association is very strong and suggests that
adapted physical activity interventions should not
only focus on the direct benefits for children but
also on clearly and continuously communicating
those achievements to families.
Better communication of the benefits could
increase parents' motivation and, therefore, the
sustained participation of children in these
programs.
RIAF Journal ISSN: 2953-6693 Vol – 4 No. 2, July 2026
142
In this way, adapted physical activity is affirmed
as a fundamental strategy for child development
and family well-being. It is recommended that
future studies use longitudinal designs and
probabilistic samples to establish causal
relationships, as well as mixed methodologies to
delve deeper into parents' perceptions. Likewise,
it is necessary to refine the measurement
instruments to avoid possible conceptual
overlaps between benefits and satisfaction and to
replicate the present research in various
educational and community contexts, in order to
strengthen the generalization of the results.
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Declaration of conflicts of interest
The authors declare that there are no conflicts
of interest in relation to the conduct of this study.
Author contributions
All authors contributed significantly to the
conception, design, data collection, analysis,
writing, and final review of the research.