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g=3D=3D" width=3D"385" height=3D"92" alt=3D"" style=3D"margin-top:-24.2pt; = margin-left:211.2pt; position:absolute" /> </div><a id=3D"_Hlk203490975">Actividades propioceptivas en el desarrollo del equilibrio y = coordinaci=C3=B3n en ni=C3=B1os con discapacidad visual en las clases de ed= ucaci=C3=B3n f=C3=ADsica</a> Proprioceptive activities in the development of balance and coordi= nation in children with visual disabilities in physical education classes</= span><table style=3D"width:395.55pt; margin:0pt 7.05pt; padding:0pt; bo= rder-collapse:collapse; float:left"><tr><td style=3D"width:3.25pt; padding:= 0pt 5.4pt; vertical-align:top">1</td><td style=3D"width:173.55pt; padding:0p= t 5.4pt; vertical-align:top">Juan-Pab= lo Agust=C3=ADn Cvitanic Parada</td><td style=3D"width:10.3pt; p= adding:0pt 5.4pt; vertical-align:top"><img src=3D"data:image/png;base64= ,iVBORw0KGgoAAAANSUhEUgAAABQAAAAUCAYAAACNiR0NAAAABHNCSVQICAgIfAhkiAAAAAlwSF= 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Boliva= riana del Ecuador, Duran, Ecuador.<img src=3D"data:image/pn= g;base64,iVBORw0KGgoAAAANSUhEUgAAABQAAAAUCAYAAACNiR0NAAAABHNCSVQICAgIfAhkiA= AAAAlwSFlzAAAOxAAADsQBlSsOGwAAA2lJREFUOI21lEtoXVUUhr+197n3nNzbJN6omdTWRmwbi= kVq4iMxk0ZU2oGgA1FnQcQiUhUnFqo4cGIRQUGd+KDY+Jp25ouiGCOxElqjhba0URPzsPQmuY9z= zj1nLwcnuU1iQ0f+mzXZe///Wv/aiy1cBV/83NNOPr/VWHunqO5OVNuNlQVjmZCGjCVhcPHR3q8= XrsaVNUITu/KSlu7LFeSpNNZ+57RTjDTvqFM1IvNiGXWJvD/9x8yXB/efizYU/Hy8/0W/aA/Xq4= 3r1P3nOCNIFsW2XLleTd648Z/863v3nkjWCL59dp/fWSsfzOXNkShKacvfgnMRlXjqqqIrwr5vk= ihyhxbT+K2ne082AAzADZXyPj+wL8ehQ1NH700v0N35OAroutW0rxDF6rUUvddaJfdwM9HwqYFS= a0GO1SrpfucUVUXEZCQcqQtZ0VEU1QTPtmAkDygiEBTsTxq6hx65fWTOy7l0exjKgGrGcjTo2/o= KS9EUZ2aPcf/Oo1iTI9UGqFJrzDF5+Sv+Wvg+y+IEVXaGibsbOO5hGBSkbUUQdRT9zaQuBhE6Ct= 2MT7/D9OIIVnw6Ct3csfk52oNtTMwcBbE0YteeC7we4LinSI9Z03dBNUVxTdu1eI7FcBIjHvPVU= 1Tjv7nn5sNMXv6WSjyFiIg17AAwqpRW9fqayNkiM0tjqDrag67mDCi0ARiB6gaTsSEEg4htusj2= qGeCIr9dW0JR3PKrR2zreIDURZTrZ7NTBYdeBPAU+cY59zxCkFlXjHiI2GY1pZbtRMkC1gZcX9h= 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yle=3D"text-decoration:none">https://orcid.org/0009-0001-7744-9514</a> </td><td style=3D"padding:0pt; vertical-align:top"></t= d></tr><tr><td style=3D"width:3.25pt; padding:0pt 5.4pt; vertical-align:top= "> </td><td co= lspan=3D"4" style=3D"width:370.7pt; padding:0pt 5.4pt; vertical-align:top">= Universidad Bolivariana del Ecuador (= UBE), Dur=C3=A1n, Ecuador.Maestr=C3=ADa en Pedagog= =C3=ADa de la Cultura F=C3=ADsica menci=C3=B3n en Educaci=C3=B3n F=C3=ADsic= a Inclusiva, Universidad Bolivariana del Ecuador, Duran, Ecuador.</p= ><img src=3D"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAABQAAAAUCAY= AAACNiR0NAAAABHNCSVQICAgIfAhkiAAAAAlwSFlzAAAOxAAADsQBlSsOGwAAA2lJREFUOI21lE= toXVUUhr+197n3nNzbJN6omdTWRmwbikVq4iMxk0ZU2oGgA1FnQcQiUhUnFqo4cGIRQUGd+KDY+= Jp25ouiGCOxElqjhba0URPzsPQmuY9zzj1nLwcnuU1iQ0f+mzXZe///Wv/aiy1cBV/83NNOPr/V= WHunqO5OVNuNlQVjmZCGjCVhcPHR3q8XrsaVNUITu/KSlu7LFeSpNNZ+57RTjDTvqFM1IvNiGXW= JvD/9x8yXB/efizYU/Hy8/0W/aA/Xq43r1P3nOCNIFsW2XLleTd648Z/863v3nkjWCL59dp/fWS= 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ion:absolute" />mfcaicedor@ube.edu.ec</td></tr><tr>= <td style=3D"width:3.25pt; padding:0pt 5.4pt; vertical-align:top">3</td><td style=3D"width= :173.55pt; padding:0pt 5.4pt; vertical-align:top">Damaris Hern=C3=A1ndez Gallardo</td><td style=3D"wi= dth:10.3pt; padding:0pt 5.4pt; vertical-align:top"> </td><td st= yle=3D"width:164.95pt; padding:0pt 5.4pt; vertical-align:top"><a href=3D"https://orcid.= org/0000-0003-2713-7261" style=3D"text-decoration:none">https://orcid.org/0000-0003-2713-7261</span= ></a></td><td style=3D"padding:0pt; vertical-align:top"></td></tr><tr><= td style=3D"width:3.25pt; padding:0pt 5.4pt; vertical-align:top"> </td><td colspan=3D"4= " style=3D"width:370.7pt; padding:0pt 5.4pt; vertical-align:top">= Universidad Bolivariana del Ecuador (UBE), Du= r=C3=A1n, Ecuador.<img src=3D"data:image/png;base64,iVBORw0= KGgoAAAANSUhEUgAAABQAAAAUCAYAAACNiR0NAAAABHNCSVQICAgIfAhkiAAAAAlwSFlzAAAOxA= AADsQBlSsOGwAAA2lJREFUOI21lEtoXVUUhr+197n3nNzbJN6omdTWRmwbikVq4iMxk0ZU2oGgA= 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vertical-align:top">Universidad B= olivariana del Ecuador (UBE), Dur=C3=A1n, Ecuador.= gdmaqueirac@ube.edu.ec</td></tr><tr style=3D"height:0pt"><td sty= le=3D"width:14.05pt"></td><td style=3D"width:184.35pt"></td><td style=3D"wi= dth:21.1pt"></td><td style=3D"width:175.75pt"></td><td style=3D"width:0.3pt= "></td></tr></table> <table style=3D"width:436.35pt; margin-= top:0pt; margin-bottom:0pt; padding:0pt; border-collapse:collapse"><tr><td = colspan=3D"7" style=3D"width:161.75pt; padding:0pt 5.4pt; vertical-align:to= p"> </= span></td><td colspan=3D"3" style=3D"width:253pt; border-top:0.75pt sol= id #000000; border-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical= -align:top">Art=C3=ADculo de Investigaci=C3=B3n Cient=C3=ADfica y Tecnol= =C3=B3gicaEnvia= do: Revisado: <= /span>Aceptado: </span= >Publicado:= DOI: <a href=3D"https://doi.org/10.33262/cienciadigital.v9i3.1= .3400" style=3D"text-decoration:none"> </a><spa= n style=3D"font-size:10pt; background-color:#ffffff"> 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#000000; border-bottom:0.75pt solid #= 000000; clear:both"> CIENCIA DIGITAL</spa= n>, e</= span>s una revista multidisciplinaria, trimes= tral, que se publicar=C3=A1 en soporte electr=C3=B3nico tiene como misi=C3= =B3n contribuir a la <span= style=3D"font-size:8pt"> formac= i=C3=B3n de profesionales competentes con visi=C3=B3n human=C3=ADstica y cr= =C3=ADtica que sean capaces de exponer sus resultados investigativos y cien= t=C3=ADficos en la misma medida que se promueva mediante su intervenci=C3= =B3n cambios positivos en la sociedad.= <a href=3D"https://cienciadigital.org" style=3D"text-decoratio= n:none">https://cienciadigital.org</a> La revista es editada por la Editorial Cienc= ia Digital (Editorial de prestigio registrada en la C=C3=A1mara Ecuatoriana= de Libro con No de Afiliaci=C3=B3n 663) <a href=3D"http://www.celib= ro.org.ec" style=3D"text-decoration:none">www.celibro.org.ec</a> </div></td>= <td style=3D"padding:0pt; vertical-align:top"></td><td style=3D"padding:0pt= ; 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fr0aTIzM3G73Zw+ffqKZ3ft2kVubi6iurpaTp48+VeN6/8FtfV3/40kpWTx4sX069fv/1uV/076= XwVr1LpioFiFAAAAAElFTkSuQmCC" width=3D"77" height=3D"28" alt=3D"" style=3D"= margin-top:0.15pt; margin-left:0pt; position:absolute" /> </td><td style=3D"width:4.35pt; bord= er-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top">&#= xa0;</td><td colspan=3D"6" style=3D"width:343.3pt; border-bottom= :0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top">Esta revista e= st=C3=A1 protegida bajo una licencia Creative Commons Atribuci=C3=B3n-NoCom= ercial-CompartirIgual 4.0 International. Copia de la licencia: <a hr= ef=3D"https://creativecommons.org/licenses/by-nc-sa/4.0/deed.es" style=3D"t= ext-decoration:none">https://creativecommons.org/licenses/b= y-nc-sa/4.0/deed.es</a></td><td style=3D"border-bottom:0.75pt so= lid #000000; padding:0pt; vertical-align:top"></td><td style=3D"padding:0pt= ; vertical-align:top"></td></tr><tr><td colspan=3D"4" style=3D"width:93.7pt= ; padding:0pt 5.4pt; vertical-align:top">Palabras claves: Equilibrio; coordinaci=C3=B3n; propioce= pci=C3=B3n; discapacidad visual total; inclusi=C3=B3n. </td><td colspan=3D"2" style=3D"widt= h:0.9pt; padding:0pt 5.4pt; vertical-align:top"> </td><td colspan=3D"3" style=3D"width:305.6pt= ; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padd= ing:0pt 5.4pt; vertical-align:top">Resumen I= ntroducci=C3=B3n: el desarrollo motriz en ni=C3=B1os con disca= pacidad visual representa un reto significativo dentro del contexto educati= vo, particularmente en el =C3=A1rea de educaci=C3=B3n f=C3=ADsica. Las difi= cultades asociadas a la ausencia o limitaci=C3=B3n de la visi=C3=B3n reperc= uten directamente en el equilibrio, la coordinaci=C3=B3n y la orientaci=C3= =B3n espacial, aspectos fundamentales para la autonom=C3=ADa motriz y la pa= rticipaci=C3=B3n en la vida escolar. Objetivos: el presente estudio tuvo como objetivo desarrolla= r e implementar un programa de actividades propioceptivas orientado a mejor= ar el equilibrio y la coordinaci=C3=B3n en estudiantes con discapacidad vis= ual total, en ni=C3=B1os de 10 y 11 a=C3=B1os, de una unidad educativa espe= cializada de la ciudad de Quito. Me= todolog=C3=ADa: se utiliz=C3=B3 una investigaci=C3=B3n con un = enfoque cuantitativo y un dise=C3=B1o pre-experimental con la aplicaci=C3= =B3n de un pretest y un post test, se trabaj=C3=B3 con una muestra intencio= nada de 20 estudiantes (12 varones y 8 mujeres). Se aplicaron actividades p= ropioceptivas durante 8 semanas, organizadas en sesiones de 45 minutos, dos= veces por semana, utilizando materiales accesibles y metodolog=C3=ADas mul= tisensoriales. La evaluaci=C3=B3n se realiz=C3=B3 mediante la prueba de equ= ilibrio de Flamingo y una versi=C3=B3n adaptada del test KTK, incorporando = se=C3=B1ales auditivas, gu=C3=ADa t=C3=A1ctil y ajustes espaciales. = Resultados: los resultados ev= idenciaron una mejora significativa en el control postural y la coordinaci= =C3=B3n motriz en todos los participantes, con un incremento promedio del 1= 6,7=E2=80=AF% en las subpruebas del KTK. Asimismo, se observ=C3=B3 una redu= cci=C3=B3n del 21,4% en los desequilibrios en la prueba Flamingo, lo que va= lida la efectividad del programa. C= onclusiones: la intervenci=C3=B3n propuesta demostr=C3=B3 ser = viable, segura y pedag=C3=B3gicamente pertinente para contextos inclusivos,= y se alinea con las normativas de equidad educativa. Se recomienda su repl= icaci=C3=B3n en instituciones con poblaci=C3=B3n estudiantil con discapacid= ad visual. =C3=81rea de estudio gen= eral: Educaci=C3=B3n. = =C3=81rea de estudio espec=C3=ADfica: Educaci=C3=B3n F=C3=ADsi= ca Inclusiva. Tipo de art=C3=ADculo= : Original.</td><td style=3D"padding:0pt; vertical-= align:top"></td></tr><tr><td colspan=3D"3" style=3D"width:91.45pt; padding:= 0pt 5.4pt; vertical-align:top">Keyw= ords: Balance; coordi= nation; proprioception; total visual impairment; inclusion.</td>= <td colspan=3D"2" style=3D"width:0.85pt; padding:0pt 5.4pt; vertical-align:= top"> </td><td cols= pan=3D"4" style=3D"width:307.9pt; border-top:0.75pt solid #000000; border-b= ottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top"><= span style=3D"font-weight:bold; color:#808080">Abstract<= span style=3D"font-weight:bold">Introduction: Motor developmen= t in children with visual impairment represents a significant challenge wit= hin the educational context, particularly in physical education. The diffic= ulties associated with the absence or limitation of vision have a direct im= pact on balance, coordination and spatial orientation, fundamental aspects = for motor autonomy and participation in school life. Objectives: The objective of this study was = to develop and implement a program of proprioceptive activities aimed at im= proving balance and coordination in students with total visual impairment, = in children aged 10 and 11 years, from a specialized educational unit in th= e city of Quito. Methodology: </spa= n>research with a quantitative approach and a pre-experimental design= was used with the application of a pre-test and a post-test, working with = an intentional sample of 20 students (12 males and 8 females). Propriocepti= ve activities were applied for 8 weeks, organized in 45-minute sessions, tw= ice a week, using accessible materials and multisensory methodologies. The = evaluation was conducted using the Flamingo balance test and an adapted ver= sion of the KTK test, incorporating auditory cues, tactile guidance, and sp= atial adjustments. Results: = The results showed a significant improvement in postural control and = motor coordination in all participants, with an average increase of 16.7% i= n the KTK subtests. Likewise, a 21.4% reduction in imbalances was observed = in the Flamingo test, which validates the effectiveness of the program. </s= pan>Conclusions: The proposed= intervention proved to be viable, safe, and pedagogically relevant for inc= lusive contexts, and is aligned with educational equity regulations. Replic= ation is recommended in institutions with a visually impaired student popul= ation. General area of study: </spa= n>Education. Specific area of= study: Inclusive Physical Education. Item type: Original.</td><td style= =3D"padding:0pt; vertical-align:top"></td></tr><tr style=3D"height:0pt"><td= style=3D"width:61.3pt"></td><td style=3D"width:15.15pt"></td><td style=3D"= width:25.8pt"></td><td style=3D"width:2.25pt"></td><td style=3D"width:9.4pt= "></td><td style=3D"width:2.3pt"></td><td style=3D"width:56.35pt"></td><td = style=3D"width:258pt"></td><td style=3D"width:2.05pt"></td><td style=3D"wid= th:3.75pt"></td></tr></table> <= /span>1. = Introducci=C3=B3n El desarrollo motriz en ni=C3=B1os con discapacidad visual represe= nta un reto significativo dentro del contexto educativo, particularmente en= el =C3=A1rea de educaci=C3=B3n f=C3=ADsica. Las dificultades asociadas a l= a ausencia o limitaci=C3=B3n de la visi=C3=B3n repercuten directamente en e= l equilibrio, la coordinaci=C3=B3n y la orientaci=C3=B3n espacial, aspectos= fundamentales para la autonom=C3=ADa motriz y la participaci=C3=B3n en la = vida escolar (Sailema</span= > et al., 2023). Diversas investigaciones evidenciaron que los ni=C3= =B1os con discapacidad visual presentan un menor rendimiento en pruebas mot= rices en comparaci=C3=B3n con sus pares sin discapacidad, especialmente en = tareas que demandan equilibrio din=C3=A1mico y control postural (<sp= an style=3D"background-color:#ffff00">Bohorquez & Rey, 202= 1).Ante esta realidad se vuelve imperativo impleme= ntar estrategias pedag=C3=B3gicas inclusivas que respondan a las necesidade= s espec=C3=ADficas de esta poblaci=C3=B3n. Una de las estrategias con mayor= potencial es el uso de actividades propioceptivas, las cuales estimulan la= percepci=C3=B3n del cuerpo en el espacio a trav=C3=A9s de la activaci=C3= =B3n de receptores musculares, articulares y cut=C3=A1neos, permitiendo com= pensar parcialmente la falta de informaci=C3=B3n visual (Organizaci=C3=B3n Mundial de la Salud [OMS, 2= 006). Estas actividades no solo fortalecen el control motor y = el equilibrio, sino que tambi=C3=A9n favorecen la autoestima y la percepci= =C3=B3n de competencia f=C3=ADsica, contribuyendo as=C3=AD a la inclusi=C3= =B3n y al bienestar integral del estudiante (Cabezas, 2024).El d= esarrollo del equilibrio y la coordinaci=C3=B3n motriz es un aspecto fundam= ental en la formaci=C3=B3n integral de los ni=C3=B1os, ya que constituye la= base para la adquisici=C3=B3n de habilidades f=C3=ADsicas, cognitivas y so= ciales que favorecen su autonom=C3=ADa y participaci=C3=B3n en el entorno e= scolar. En el caso de los ni=C3=B1os con discapacidad visual, estos proceso= s enfrentan barreras significativas debido a la ausencia o reducci=C3=B3n d= e los est=C3=ADmulos visuales que usualmente gu=C3=ADan la orientaci=C3=B3n= espacial y el control postural. Esta condici=C3=B3n genera dificultades qu= e pueden limitar su desenvolvimiento en actividades cotidianas, comprometer= su seguridad f=C3=ADsica y obstaculizar su inclusi=C3=B3n plena en espacio= s de aprendizaje como las clases de educaci=C3=B3n f=C3=ADsica (<spa= n style=3D"background-color:#ffff00">Almache et al., 2024).</s= pan>La visi=C3=B3n tiene un rol determinante en la regula= ci=C3=B3n del equilibrio y la coordinaci=C3=B3n; cuando esta funci=C3=B3n s= ensorial est=C3=A1 comprometida, como ocurre en personas con discapacidad v= isual, es necesario activar y fortalecer otros sistemas, como el propiocept= ivo y el vestibular, para compensar la falta de informaci=C3=B3n visual. La= propiocepci=C3=B3n, definida como la capacidad de percibir la posici=C3=B3= n, el movimiento y la fuerza de los segmentos corporales sin necesidad de v= isi=C3=B3n, se convierte en una herramienta esencial para promover el desar= rollo motor en esta poblaci=C3=B3n (Cleverland Clinic, 2024). Desde esta perspectiva, las= actividades propioceptivas representan una estrategia metodol=C3=B3gica co= n alto potencial, pues estimulan la conciencia corporal, mejoran la estabil= idad postural y favorecen la coordinaci=C3=B3n general del cuerpo.</= p>La implementaci=C3=B3n de actividades propioceptivas en el = aula de educaci=C3=B3n f=C3=ADsica no solo responde a una necesidad pedag= =C3=B3gica, sino tambi=C3=A9n a un enfoque de derechos humanos. Los estudia= ntes con discapacidad tienen derecho a participar en igualdad de condicione= s en todas las dimensiones del proceso educativo, y ello implica garantizar= entornos de aprendizaje seguros, estimulantes y accesibles (V=C3=A9lez-Miranda et al., 2= 020). En esta l=C3=ADnea promover la autonom=C3=ADa motriz a trav=C3=A9s de= estrategias que fortalezcan el equilibrio y la coordinaci=C3=B3n contribuy= e directamente al empoderamiento personal, mejora la autoestima y ampl=C3= =ADa las posibilidades de interacci=C3=B3n social en contextos escolares.</= span>Estudios recientes destacan que las pr=C3=A1cticas s= istem=C3=A1ticas de estimulaci=C3=B3n propioceptiva generan mejoras en el c= ontrol postural y la estabilidad, especialmente cuando se realizan de forma= l=C3=BAdica y estructurada (Espinosa-Cevallos, 2023). Asimismo se identific=C3=B3 que lo= s programas de ejercicio f=C3=ADsico adaptado que integran elementos sensor= iales, t=C3=A1ctiles y auditivos permiten compensar la falta de est=C3=ADmu= los visuales y favorecen una mejor organizaci=C3=B3n neuromuscular para el = movimiento (Velasco<= span>, 2021). Sin embargo, existen escasos estudios en el =C3=A1mbito ecuat= oriano sobre intervenciones propioceptivas en ni=C3=B1os con discapacidad v= isual en edad escolar. En el contexto educativo ec= uatoriano, y espec=C3=ADficamente en la unidad educativa especializa de la = ciudad de Quito, se identifican estudiantes con discapacidad visual que asi= sten regularmente a clases de educaci=C3=B3n f=C3=ADsica, pero cuyas oportu= nidades de progreso motor se ven reducidas por la falta de intervenciones e= spec=C3=ADficas adaptadas a sus necesidades sensoriales. A pesar de la exis= tencia de pol=C3=ADticas nacionales de inclusi=C3=B3n educativa como las pr= omovidas por el Ministerio = de Educaci=C3=B3n (2024) a=C3=BAn persisten brechas metodol=C3= =B3gicas en la planificaci=C3=B3n y ejecuci=C3=B3n de contenidos motrices a= justados a la diversidad funcional. Esto resalta la necesidad de innovar en= el dise=C3=B1o pedag=C3=B3gico para garantizar que los aprendizajes motore= s sean verdaderamente inclusivos y eficaces.En el = caso particular de la instituci=C3=B3n educativa especializada, se cuenta c= on una poblaci=C3=B3n de 30 estudiantes y de estos 20 estudiantes tienen di= scapacidad visual y los otros tienen discapacidad auditiva y f=C3=ADsica. E= sta realidad brinda una oportunidad valiosa para dise=C3=B1ar, aplicar y ev= aluar un conjunto de actividades propioceptivas dirigidas al fortalecimient= o del equilibrio y la coordinaci=C3=B3n motriz, dentro de un marco curricul= ar de educaci=C3=B3n f=C3=ADsica inclusiva. Adem=C3=A1s, se trata de un ent= orno viable para la intervenci=C3=B3n, ya que dispone de espacios f=C3=ADsi= cos adecuados y de una comunidad educativa dispuesta a participar activamen= te en procesos de mejora pedag=C3=B3gica.En este c= ontexto, el presente estudio tuvo como objetivo general aplicar un sistema = de actividades propioceptivas para fortalecer el equilibrio y la coordinaci= =C3=B3n motriz en ni=C3=B1os de 7mo de b=C3=A1sica con discapacidad visual,= en una unidad educativa especializada de Quito.<spa= n>2. Metodolog=C3=ADaEl presente estudio= adopta un enfoque cuantitativo, con la finalidad de analizar el impacto de= actividades propioceptivas en el equilibrio y la coordinaci=C3=B3n motriz = de ni=C3=B1os con discapacidad visual. Desde un dise=C3=B1o experimental, d= e tipo cuasi-experimental debido a la selecci=C3=B3n de la muestra intencio= nal, con grupo experimental y la aplicaci=C3=B3n de pretest y post test (</= span>Haro et al., 202= 4; Hern=C3=A1ndez<sp= an> & Mendoza, 2018). El estudio seg=C3=BAn el alcance gnoseol=C3=B3gic= o es explicativo, de campo y aplicado.La poblaci= =C3=B3n objeto de estudio est=C3=A1 compuesta por los 30 estudiantes, perte= necientes a una unidad educativa especializada de Quito. La muestra se conf= orma de manera intencionada y no probabil=C3=ADstica por conveniencia, e in= cluye a 12 varones y 8 mujeres, en una edad de 11 a 12 a=C3=B1os siendo un = total de 20 estudiantes con discapacidad visual cong=C3=A9nita total (100 %= de los participantes), que participan en las clases de educaci=C3=B3n f=C3= =ADsica (Tabla 1).</sp= an>Tabla 1<= /span>Cara= cterizaci=C3=B3n de la muestra<table style=3D"width:100%; margin= :0pt auto; padding:0pt; border-collapse:collapse"><tr style=3D"height:16.1p= t"><td style=3D"width:18.66%; border-top:0.75pt solid #000000; border-botto= m:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; backgroun= d-color:#ffffff">G=C3=A9nero</td><t= d style=3D"width:11.34%; border-top:0.75pt solid #000000; border-bottom:0.7= 5pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; background-col= or:#ffffff">N</td><td style=3D"widt= h:33.98%; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0000= 00; padding:0pt 3.5pt; vertical-align:top; background-color:#ffffff">Discapacidad visual</td><td style=3D"widt= h:36%; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000;= padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">Edad (a=C3=B1os) M</td></tr><tr style=3D"= height:15.75pt"><td style=3D"width:18.66%; padding:0pt 3.5pt; vertical-alig= n:middle; background-color:#ffffff">Varones</s= pan></td><td style=3D"width:11.34%; padding:0pt 3.5pt; vertical-align:m= iddle; background-color:#ffffff">12= </td><td style=3D"width:33.98%; padding:0pt 3.5pt; vertical-align:top; back= ground-color:#ffffff">Nacimiento 100%</= p></td><td style=3D"width:36%; padding:0pt 3.5pt; vertical-align:middle; ba= ckground-color:#ffffff">11</td></tr= ><tr style=3D"height:15.75pt"><td style=3D"width:18.66%; padding:0pt 3.5pt;= vertical-align:middle; background-color:#ffffff"><s= pan>Mujeres</td><td style=3D"width:11.34%; padding:0pt 3.5pt; ve= rtical-align:middle; background-color:#ffffff"><span= >8</td><td style=3D"width:33.98%; padding:0pt 3.5pt; vertical-al= ign:top; background-color:#ffffff">Nacimiento = 100%</td><td style=3D"width:36%; padding:0pt 3.5pt; vertical-ali= gn:middle; background-color:#ffffff">12= </td></tr><tr style=3D"height:15.75pt"><td style=3D"width:18.66%; borde= r-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; ba= ckground-color:#ffffff">Total</td><= td style=3D"width:11.34%; border-bottom:0.75pt solid #000000; padding:0pt 3= .5pt; vertical-align:middle; background-color:#ffffff">20</td><td style=3D"width:33.98%; border-bottom:0.75pt = solid #000000; padding:0pt 3.5pt; vertical-align:top; background-color:#fff= fff">Nacimiento 100%</td><td style= =3D"width:36%; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; verti= cal-align:middle; background-color:#ffffff">12= </td></tr></table>Nota. an=C3=A1lisis descriptivo, Muestra (N), Media = (M). = 0;2.1. M=C3=A9tod= os empleados en el estudioEntre los m=C3=A9todos d= el nivel te=C3=B3rico empleados en la investigaci=C3=B3n encontramos el his= t=C3=B3rico-l=C3=B3gico que permiti=C3=B3 la valoraci=C3=B3n hist=C3=B3rica= del problema tratado y la influencia de las actividades propioceptivas en = el desarrollo del equilibrio y la coordinaci=C3=B3n motriz de ni=C3=B1os co= n discapacidad visual, el an=C3=A1lisis-s= =C3=ADntesis que permiti=C3=B3 descomponer = los componentes relacionados con la percepci=C3=B3n propioceptiva y los pro= cesos motores para luego integrarlos en una comprensi=C3=B3n hol=C3=ADstica= ; el m=C3=A9todo inductivo-deductivo facilit=C3=B3 establecimiento de infer= encias desde casos espec=C3=ADficos hacia postulados generales, y viceversa= , asegurando coherencia entre teor=C3=ADa y observaci=C3=B3n; mientras que = la modelaci=C3=B3n te=C3=B3rica contribuye a construir representaciones con= ceptuales que expliquen c=C3=B3mo las actividades propioceptivas impactan e= n el equilibrio y la coordinaci=C3=B3n motora de esta poblaci=C3=B3n (</spa= n>Jim=C3=A9nez, 2025)= .En los m=C3=A9todos del nivel emp=C3=ADrico de em= ple=C3=B3 la medici=C3=B3n directa e indirecta, la primera con la toma de m= edidas antropom=C3=A9tricas y la segunda con la aplicaci=C3=B3n de dos test= f=C3=ADsicos, adem=C3=A1s del c=C3=A1lculo del =C3=8Dndice de Masa Corporal (IMC) seg= =C3=BAn la f=C3=B3rmula propuesta por Quetelet (Arencibia et al., 2018), valorada seg=C3= =BAn las curvas establecidas para adolescentes (Cortez, 2021), los test f=C3=ADsicos apli= cados fueron el de test de equilibrio de Flamingo Balance Test y el test de <span= style=3D"text-decoration:underline">Coordinaci=C3=B3n Corporal de Kiphard-= Schilling (KTK), adem=C3=A1s de la observaci=C3=B3n sistem=C3= =A1tica.El m=C3=A9todo matem=C3=A1tico estad=C3=AD= stico se emple=C3=B3 para el an=C3=A1lisis de los resultados, aplic=C3=A1nd= ose la estad=C3=ADstica descriptiva para determinar medidas de tendencia ce= ntral y de desviaci=C3=B3n y la inferencial para comparar los resultados ob= tenidos en el pretest y el post test con la utilizaci=C3=B3n del test de St= udent. 2.2.</span= > T=C3=A9cnicas, instrumentos y procedimi= entosPara cumplir con los objetivos de esta invest= igaci=C3=B3n, se seleccion=C3=B3 como herramienta principal la <span= style=3D"text-decoration:underline">Prueba de Equilibrio de Flamingo (</sp= an>Flamingo Ba= lance Test) (A= deloye et al., 2022) y una adaptaci=C3=B3n del Test de Coordinaci=C3=B3n Corporal de Kip= hard-Schilling (KTK) (Alarc=C3=B3n et al., 2021), ambos validados cient=C3= =ADficamente y aplicables con adecuaciones a poblaciones con discapacidad v= isual.El Test de Equilibrio Flamingo es una prueba ampliamente = utilizada para evaluar el equilibrio est=C3=A1tico en ni=C3=B1os, j=C3=B3ve= nes y adultos. Consiste en mantener la postura sobre un solo pie en una sup= erficie elevada durante un minuto, registrando el n=C3=BAmero de veces que = se pierde el equilibrio. De acuerdo con Mart=C3=ADnez (2003) esta prueba presenta alta fi= abilidad Inter evaluador (r > 0.80) y es v=C3=A1lida como indicador del = control postural, para su uso con personas ciegas, se realizaron adaptacion= es metodol=C3=B3gicas como la descripci=C3=B3n t=C3=A1ctil de la superficie= , asistencia inicial para la postura y supervisi=C3=B3n verbal constante.</= span>Para evaluar la coordinaci=C3=B3n motriz general, se= utiliz=C3=B3 una versi=C3=B3n adaptada del KTK, espec=C3=ADficamente en lo= s =C3=ADtems de salto lateral, equilibrio din=C3=A1mico en l=C3=ADnea y des= plazamiento coordinado en cuadrupedia. El KTK demostr=C3=B3 alta validez de= constructo en ni=C3=B1os con y sin discapacidad (Coppens et al., 2021; Alarc=C3=B3n & Padilla, 201= 7), permitiendo medir la fluidez, ritmo, disociaci=C3=B3n segmentaria y est= abilidad durante el movimiento. En el caso de estudiantes con discapacidad = visual, se recomiendan la incorporaci=C3=B3n de se=C3=B1ales ac=C3=BAsticas= , apoyo f=C3=ADsico inicial y ajustes en la disposici=C3=B3n espacial del e= ntorno para garantizar la seguridad y confiabilidad del resultado.</= p>Ambos instrumentos permiten realizar una evaluaci=C3=B3n co= mparativa pre y post intervenci=C3=B3n, brindando datos cuantificables sobr= e la mejora en las habilidades motrices. Adem=C3=A1s, su aplicaci=C3=B3n pu= ede complementarse con una ficha de observaci=C3=B3n sistem=C3=A1tica elabo= rada por el investigador, con criterios como: alineaci=C3=B3n corporal, res= puesta a est=C3=ADmulos auditivos, estabilidad postural, y calidad del movi= miento. Esta triangulaci=C3=B3n entre test estandarizados y observaci=C3=B3= n directa fortalece la validez interna del estudio y permite una interpreta= ci=C3=B3n m=C3=A1s profunda de los efectos de las actividades propioceptiva= s implementadas.El estudio incluy=C3=B3 una primer= a fase de diagn=C3=B3stico con aplicaci=C3=B3n los test descritos, seguida = de la implementaci=C3=B3n de un programa de actividades propioceptivas dise= =C3=B1adas espec=C3=ADficamente para personas con ceguera, las cuales se de= sarrollaron durante un bloque curricular de juegos durante 8 semanas. Poste= riormente, se aplicaron nuevamente las mismas pruebas con el fin de compara= r los resultados y valorar la eficacia del programa mediante la comparaci= =C3=B3n de los resultados de ambas pruebas. Se contemplaron por tanto cinco= etapas: pretest, dise=C3=B1o de las actividades, implementaci=C3=B3n, post= test y an=C3=A1lisis comparativo utilizando paquetes estad=C3=ADsticos com= o el SPSS y Excel, seg=C3=BAn corresponda. 3.<= /span> Resultados En cuanto a las caracter=C3= =ADsticas antropom=C3=A9tricas, los varones presentaron un peso promedio de= 42,5=C2=B11,6 kg y una talla de 1,48=C2=B10,4 m, mientras que las mujeres = registraron un peso promedio de 39,0=C2=B11,2 kg y una talla de 1,46=C2=B10= ,2 m, de debe se=C3=B1alar que en ambos sexos el peso para la edad es mayor= que el recomendado para la poblaci=C3=B3n ecuatoriana seg=C3=BAn el </span= >Ministerio de Salud P=C3=BAblica = [MSP] & Organizaci=C3=B3n de las Naciones Unidas para la Alimentaci=C3= =B3n y la Agricultura [FAO] (2018).Po= r su parte el =C3=8Dndice = de Masa Corporal (IMC) fue de 20,2=C2=B10,6 kg/m=C2=B2 en el g= rupo masculino y 20,8=C2=B10,8 kg/m=C2=B2 en el femenino, con una media gen= eral de 20,5=C2=B10,3 kg/m=C2=B2, valores que se consideran adecuados para = la edad o normo peso (Corte= z, 2021; OMS</= span>, 2006). Estos datos permiten establecer un perfil f=C3=ADsico r= elativamente equilibrado entre ambos grupos, lo cual es fundamental para ap= licar la intervenci=C3=B3n de actividades propioceptivas en el desarrollo d= el equilibrio y coordinaci=C3=B3n en ni=C3=B1os con discapacidad visual en = las clases de educaci=C3=B3n f=C3=ADsica en esta poblaci=C3=B3n con discapa= cidad visual (Tabla 2)= .Tab= la 2Medidas antropom=C3=A9tricas de los estudiantes<table style=3D"= width:100%; margin-top:0pt; margin-bottom:0pt; padding:0pt; border-collapse= :collapse"><tr style=3D"height:47.4pt"><td style=3D"width:17.28%; border-to= p:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5= pt; vertical-align:middle; background-color:#ffffff">G=C3=A9nero</td><td style=3D"width:15.48%; border-top:0.7= 5pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; v= ertical-align:middle; background-color:#ffffff"><spa= n>N</td><td style=3D"width:16.72%; border-top:0.75pt solid #0000= 00; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:m= iddle; background-color:#ffffff"> = Edad (a=C3=B1os)M</td><td style=3D"width:16.22%; border-top:0.75pt= solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vert= ical-align:middle; background-color:#ffffff">&= #xa0;Peso (kg)M</td><td style=3D"width:16.44%; border-top= :0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5p= t; vertical-align:middle; background-color:#ffffff">= Talla (m)M</td><td style=3D"width:17.84%; borde= r-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt= 3.5pt; vertical-align:middle; background-color:#ffffff"> IMC (kg/m=C2=B2)</= span>M</td></tr><tr style=3D"he= ight:16.45pt"><td style=3D"width:17.28%; padding:0pt 3.5pt; vertical-align:= middle; background-color:#ffffff">Varones</spa= n></td><td style=3D"width:15.48%; padding:0pt 3.5pt; vertical-align:mid= dle; background-color:#ffffff">12</= td><td style=3D"width:16.72%; padding:0pt 3.5pt; vertical-align:middle; bac= kground-color:#ffffff">11</td><td s= tyle=3D"width:16.22%; padding:0pt 3.5pt; vertical-align:middle; background-= color:#ffffff">42,5=C2=B11,6</td><t= d style=3D"width:16.44%; padding:0pt 3.5pt; vertical-align:middle; backgrou= nd-color:#ffffff">1,48=C2=B10,4</td= ><td style=3D"width:17.84%; padding:0pt 3.5pt; vertical-align:middle; backg= round-color:#ffffff">20,2=C2=B10,6<= /td></tr><tr style=3D"height:16.45pt"><td style=3D"width:17.28%; padding:0p= t 3.5pt; vertical-align:middle; background-color:#ffffff">Mujeres</td><td style=3D"width:15.48%; padding:0pt 3= .5pt; vertical-align:middle; background-color:#ffffff">8</td><td style=3D"width:16.72%; padding:0pt 3.5pt; ver= tical-align:middle; background-color:#ffffff">= 12</td><td style=3D"width:16.22%; padding:0pt 3.5pt; vertical-al= ign:middle; background-color:#ffffff">39,0=C2= =B11,2</td><td style=3D"width:16.44%; padding:0pt 3.5pt; vertica= l-align:middle; background-color:#ffffff">1,46= =C2=B10,2</td><td style=3D"width:17.84%; padding:0pt 3.5pt; vert= ical-align:middle; background-color:#ffffff">2= 0,8=C2=B10,8</td></tr><tr style=3D"height:16.45pt"><td style=3D"= width:17.28%; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertic= al-align:middle; background-color:#ffffff">Tot= al</td><td style=3D"width:15.48%; border-bottom:0.75pt solid #00= 0000; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff"><= p style=3D"margin-top:0pt; margin-bottom:0pt; text-indent:0pt; line-height:= 150%; font-size:11pt">20</td><td style=3D"width:16.72%; bo= rder-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle;= background-color:#ffffff">12</td><= td style=3D"width:16.22%; border-bottom:0.75pt solid #000000; padding:0pt 3= .5pt; vertical-align:middle; background-color:#ffffff">40,5=C2=B10,6</td><td style=3D"width:16.44%; border-bot= tom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; backgro= und-color:#ffffff">1,47=C2=B10,7</t= d><td style=3D"width:17.84%; border-bottom:0.75pt solid #000000; padding:0p= t 3.5pt; vertical-align:middle; background-color:#ffffff">20,5=C2=B10,3</td></tr></table> 3.1.</sp= an> Dise=C3=B1o de la= propuesta de actividades propioceptivas en el desarrollo del equilibrio y = coordinaci=C3=B3n en ni=C3=B1os con discapacidad visual en las clases de ed= ucaci=C3=B3n f=C3=ADsicaObjetivo: mejorar el equilibrio y coordinaci=C3=B3n en ni=C3= =B1os con discapacidad visual en las clases de educaci=C3=B3n f=C3=ADsica.<= /span>3.1.1. &= #xa0; Fundamentaci=C3=B3n de la pr= opuestaLa propuesta se basa en fundamentos neurofi= siol=C3=B3gicos y pedag=C3=B3gicos que respaldan la efectividad de las acti= vidades propioceptivas como medio para fortalecer el equilibrio y la coordi= naci=C3=B3n en personas con discapacidad visual. La literatura cient=C3=ADf= ica indica que el sistema propioceptivo cumple un papel esencial en el desa= rrollo del control postural, la estabilidad y la conciencia corporal, parti= cularmente en personas con ausencia de visi=C3=B3n, ya que este sistema sus= tituye parcialmente la retroalimentaci=C3=B3n que normalmente se obtiene de= l entorno visual (Espinosa-= Cevallos, 2023).Diversos estudios dem= ostraron que las intervenciones estructuradas basadas en estimulaci=C3=B3n = propioceptiva producen mejoras significativas en la estabilidad din=C3=A1mi= ca y el control del cuerpo en ni=C3=B1os ciegos. Por ejemplo Sailema et al. (2023) afirma= n que el entrenamiento propioceptivo sistem=C3=A1tico, mediante el uso de s= uperficies inestables, desplazamientos guiados y juegos de coordinaci=C3=B3= n, genera progresos sustanciales en la motricidad gruesa, especialmente cua= ndo se implementa de forma progresiva y multisensorial. Adem=C3=A1s se comp= rob=C3=B3 que el uso de materiales adaptados auditivos y t=C3=A1ctiles, com= o pelotas sonoras, cuerdas de gu=C3=ADa o texturas diferenciadas, contribuy= e a mejorar la orientaci=C3=B3n espacial y la respuesta motora en entornos = no visuales (Ochoa<s= pan> & Morales, 2023).En cuanto al enfoque met= odol=C3=B3gico, el uso de estrategias de ense=C3=B1anza directa combinadas = con exploraci=C3=B3n corporal guiada mostro ser altamente eficaz en context= os de educaci=C3=B3n f=C3=ADsica inclusiva. Seg=C3=BAn Eir=C3=ADn et al. (2024) los ni= =C3=B1os con discapacidad visual requieren apoyos verbales constantes, refe= rencias f=C3=ADsicas y un entorno seguro para explorar el movimiento con co= nfianza. La estructura de la intervenci=C3=B3n planteada responde a estos p= rincipios, garantizando la accesibilidad de las actividades y el respeto po= r los ritmos individuales de aprendizaje. Por tanto esta propuesta se encue= ntra s=C3=B3lidamente fundamentada en el marco de la educaci=C3=B3n f=C3=AD= sica adaptada contempor=C3=A1nea, alineada con los enfoques pedag=C3=B3gico= s inclusivos y las evidencias neurocient=C3=ADficas que promueven el desarr= ollo integral de los estudiantes con discapacidad visual.La propuesta de intervenci=C3=B3n est=C3=A1 dise=C3=B1ada para ser a= plicada en un periodo de 8 semanas, en el marco de las clases de educaci=C3= =B3n f=C3=ADsica adaptada con una frecuencia de 2 sesiones semanales de apr= oximadamente 45 minutos cada una. Las actividades fueron cuidadosamente sel= eccionadas y adaptadas para estudiantes con discapacidad visual total, aseg= urando que todos los est=C3=ADmulos se orienten al desarrollo de la propioc= epci=C3=B3n, el equilibrio y la coordinaci=C3=B3n a trav=C3=A9s de la estim= ulaci=C3=B3n t=C3=A1ctil, auditiva y kinest=C3=A9sica (Tabla 3). Esta intervenci=C3=B3n tiene c= omo objetivo mejorar el control postural, la orientaci=C3=B3n espacial y la= fluidez de movimiento, promoviendo una mayor autonom=C3=ADa motriz en los = participantes.Tabla 3Dise=C3=B1o resumen de actividades propioceptivas utilizadas = en el estudio<table style=3D"width:100%; margin-top:0pt; margin-= bottom:0pt; padding:0pt; border-collapse:collapse"><tr style=3D"height:29.1= 5pt"><td style=3D"width:4.02%; border-top:0.75pt solid #000000; border-bott= om:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; backgrou= nd-color:#ffffff">N.=C2=BA</td><td = style=3D"width:22.1%; border-top:0.75pt solid #000000; border-bottom:0.75pt= solid #000000; padding:0pt 3.5pt; vertical-align:middle; background-color:= #ffffff">Actividad</td><td style=3D= "width:16.92%; border-top:0.75pt solid #000000; border-bottom:0.75pt solid = #000000; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff= ">Objetivo</td><td style=3D"width:1= 1%; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; pa= dding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">Duraci=C3=B3n</td><td style=3D"width:15.56%= ; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padd= ing:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">Material</td><td style=3D"width:7.58%; border-= top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3= .5pt; vertical-align:middle; background-color:#ffffff">Pausa</td><td style=3D"width:22.84%; border-top:0.75pt = solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; verti= cal-align:middle; background-color:#ffffff">Su= gerencia metodol=C3=B3gica</td></tr><tr style=3D"height:43.75pt"= ><td style=3D"width:4.02%; padding:0pt 3.5pt; vertical-align:middle; backgr= ound-color:#ffffff">1<= /p></td><td style=3D"width:22.1%; padding:0pt 3.5pt; vertical-align:middle;= background-color:#ffffff">Ca= minar sobre l=C3=ADnea con cuerda gu=C3=ADa</td><td style=3D"wid= th:16.92%; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffff= ff">Estimular el equilibrio e= st=C3=A1tico y la orientaci=C3=B3n</td><td style=3D"width:11%; p= adding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">5 min</td><td style=3D"wid= th:15.56%; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffff= ff">Cuerda gruesa pegada al s= uelo</td><td style=3D"width:7.58%; padding:0pt 3.5pt; vertical-a= lign:middle; background-color:#ffffff">1 min</td><td style=3D"width:22.84%; padding:0pt 3.5pt= ; vertical-align:middle; background-color:#ffffff">Gu=C3=ADa verbal precisa y acompa=C3=B1amiento al ini= cio</td></tr><tr style=3D"height:43.75pt"><td style=3D"width:4.0= 2%; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">2</td><td style=3D"wi= dth:22.1%; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffff= ff">Postura en un pie sobre c= olchoneta</td><td style=3D"width:16.92%; padding:0pt 3.5pt; vert= ical-align:middle; background-color:#ffffff">Mejorar el equilibrio monopodal</td><td style=3D= "width:11%; padding:0pt 3.5pt; vertical-align:middle; background-color:#fff= fff">4 min</td><td= style=3D"width:15.56%; padding:0pt 3.5pt; vertical-align:middle; backgroun= d-color:#ffffff">Colchoneta o= espuma</td><td style=3D"width:7.58%; padding:0pt 3.5pt; vertica= l-align:middle; background-color:#ffffff">1 min</td><td style=3D"width:22.84%; padding:0pt 3.= 5pt; vertical-align:middle; background-color:#ffffff">Progresar con ambos pies; asistencia inicial si es= necesario</td></tr><tr style=3D"height:43.75pt"><td style=3D"wi= dth:4.02%; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffff= ff">3</td><td styl= e=3D"width:22.1%; padding:0pt 3.5pt; vertical-align:middle; background-colo= r:#ffffff">Pasar de sentado a= bipedestaci=C3=B3n con ojos cerrados</td><td style=3D"width:16.= 92%; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff"><p= style=3D"margin-top:0pt; margin-bottom:0pt; text-indent:0pt; text-align:le= ft; line-height:115%; font-size:10pt">Activar control postural y prop= ioceptivo</td><td style=3D"width:11%; padding:0pt 3.5pt; vertica= l-align:middle; background-color:#ffffff">5 min</td><td style=3D"width:15.56%; padding:0pt 3.= 5pt; vertical-align:middle; background-color:#ffffff">Ninguno</td><td style=3D"width:7.58%; p= adding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">1 min</td><td style=3D"wid= th:22.84%; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffff= ff">Retroalimentar con contac= to suave o auditivo</td></tr><tr style=3D"height:58.35pt"><td st= yle=3D"width:4.02%; padding:0pt 3.5pt; vertical-align:middle; background-co= lor:#ffffff">4</td= ><td style=3D"width:22.1%; padding:0pt 3.5pt; vertical-align:middle; backgr= ound-color:#ffffff">Marcha so= bre superficies con texturas</td><td style=3D"width:16.92%; padd= ing:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">Estimular la planta del pie y orientaci= =C3=B3n espacial</td><td style=3D"width:11%; padding:0pt 3.5pt; = vertical-align:middle; background-color:#ffffff">6 min</td><td style=3D"width:15.56%; padding= :0pt 3.5pt; vertical-align:middle; background-color:#ffffff">Alfombras, arena, espuma</td><td= style=3D"width:7.58%; padding:0pt 3.5pt; vertical-align:middle; background= -color:#ffffff">2 min<= /p></td><td style=3D"width:22.84%; padding:0pt 3.5pt; vertical-align:middle= ; background-color:#ffffff">I= dentificaci=C3=B3n verbal de textura previa</td></tr><tr style= =3D"height:43.75pt"><td style=3D"width:4.02%; padding:0pt 3.5pt; vertical-a= lign:middle; background-color:#ffffff">5</td><td style=3D"width:22.1%; padding:0pt 3.5pt; ver= tical-align:middle; background-color:#ffffff">Juego de empuje-resistencia en parejas</td><td = style=3D"width:16.92%; padding:0pt 3.5pt; vertical-align:middle; background= -color:#ffffff">Fortalecer es= tabilidad corporal</td><td style=3D"width:11%; padding:0pt 3.5pt= ; vertical-align:middle; background-color:#ffffff">6 min</td><td style=3D"width:15.56%; paddi= ng:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">Ninguno</td><td style=3D"width= :7.58%; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff"= >2 min</td><td sty= le=3D"width:22.84%; padding:0pt 3.5pt; vertical-align:middle; background-co= lor:#ffffff">Supervisi=C3=B3n= continua y retroalimentaci=C3=B3n inmediata</td></tr><tr style= =3D"height:43.75pt"><td style=3D"width:4.02%; padding:0pt 3.5pt; vertical-a= lign:middle; background-color:#ffffff">6</td><td style=3D"width:22.1%; padding:0pt 3.5pt; ver= tical-align:middle; background-color:#ffffff">Lanzamiento y recepci=C3=B3n de pelota sonora</= td><td style=3D"width:16.92%; padding:0pt 3.5pt; vertical-align:middle; bac= kground-color:#ffffff">Coordi= nar tiempo-espacio mediante el sonido</td><td style=3D"width:11%= ; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">5 min</td><td style=3D"= width:15.56%; padding:0pt 3.5pt; vertical-align:middle; background-color:#f= fffff">Pelota sonora</= p></td><td style=3D"width:7.58%; padding:0pt 3.5pt; vertical-align:middle; = background-color:#ffffff">1 m= in</td><td style=3D"width:22.84%; padding:0pt 3.5pt; vertical-al= ign:middle; background-color:#ffffff">Iniciar a corta distancia e ir ampliando</td></tr><tr s= tyle=3D"height:43.75pt"><td style=3D"width:4.02%; padding:0pt 3.5pt; vertic= al-align:middle; background-color:#ffffff">7</td><td style=3D"width:22.1%; padding:0pt 3.5pt;= vertical-align:middle; background-color:#ffffff">Desplazamiento en zigzag con gu=C3=ADa auditiva= </td><td style=3D"width:16.92%; padding:0pt 3.5pt; vertical-align:middl= e; background-color:#ffffff">= Mejorar equilibrio din=C3=A1mico y respuesta motriz</td><td styl= e=3D"width:11%; padding:0pt 3.5pt; vertical-align:middle; background-color:= #ffffff">6 min</td= ><td style=3D"width:15.56%; padding:0pt 3.5pt; vertical-align:middle; backg= round-color:#ffffff">Gu=C3=AD= a sonora (campana, palmadas)</td><td style=3D"width:7.58%; paddi= ng:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">1 min</td><td style=3D"width:2= 2.84%; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">= Posicionar est=C3=ADmulo audi= tivo claro y constante</td></tr><tr style=3D"height:58.35pt"><td= style=3D"width:4.02%; border-bottom:0.75pt solid #000000; padding:0pt 3.5p= t; vertical-align:middle; background-color:#ffffff">8</td><td style=3D"width:22.1%; border-bo= ttom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; backgr= ound-color:#ffffff">Coordinac= i=C3=B3n cruzada con bandas el=C3=A1sticas (mano-pierna contraria)</= p></td><td style=3D"width:16.92%; border-bottom:0.75pt solid #000000; paddi= ng:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">Fomentar disociaci=C3=B3n y coordinaci=C3= =B3n segmentaria</td><td style=3D"width:11%; border-bottom:0.75p= t solid #000000; padding:0pt 3.5pt; vertical-align:middle; background-color= :#ffffff">5 min</t= d><td style=3D"width:15.56%; border-bottom:0.75pt solid #000000; padding:0p= t 3.5pt; vertical-align:middle; background-color:#ffffff">Bandas el=C3=A1sticas</td><td style= =3D"width:7.58%; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; ver= tical-align:middle; background-color:#ffffff">1 min</td><td style=3D"width:22.84%; border-bot= tom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; backgro= und-color:#ffffff">Explicar c= on apoyo t=C3=A1ctil y demostrar con acompa=C3=B1amiento</td></t= r></table>Nota. </= span>Estructura de actividades insertadas en el bloque curricular de = juegos.El programa se organiza en 8 semanas con do= s sesiones semanales, en total 16 sesiones de trabajo. Cada semana se aplic= an las mismas actividades en ambas sesiones para favorecer la repetici=C3= =B3n, la consolidaci=C3=B3n motriz y la adaptaci=C3=B3n progresiva. Las act= ividades no se desarrollan todas en una misma clase, sino que se distribuye= n en bloques de 3 a 4 ejercicios por sesi=C3=B3n, iniciando con din=C3=A1mi= cas m=C3=A1s simples de equilibrio est=C3=A1tico y avanzando gradualmente h= acia tareas de coordinaci=C3=B3n y desplazamiento. Dentro de la clase, esta= s se incluyen despu=C3=A9s del calentamiento general, constituyendo la fase= principal del trabajo. La pausa entre actividades es breve, con el fin de = mantener la atenci=C3=B3n y la continuidad del proceso. Se busca alternar e= jercicios de control postural con din=C3=A1micas m=C3=A1s l=C3=BAdicas para= mantener la motivaci=C3=B3n. Al finalizar, se realiza una vuelta a la calm= a para evitar fatiga muscular. La efectividad del sistema ser=C3=A1 evaluad= a mediante test estandarizados que permitir=C3=A1n valorar los progresos al= canzados en equilibrio, orientaci=C3=B3n y coordinaci=C3=B3n.3.2.= An=C3=A1lisis= test de equilibrio Flamingo El presente an=C3=A1l= isis estad=C3=ADstico corresponde a un grupo de 20 estudiantes con discapac= idad visual, quienes participaron en una intervenci=C3=B3n de 8 semanas bas= ada en actividades propioceptivas enfocadas en el equilibrio y la coordinac= i=C3=B3n. El objetivo fue evaluar la eficacia de dicho programa midiendo la= cantidad de desequilibrios en un periodo de 60 segundos, tanto antes como = despu=C3=A9s de la intervenci=C3=B3n. En el grupo total, se observ=C3=B3 un= a disminuci=C3=B3n promedio de desequilibrios de 10,0 (=C2=B12.2) en el pre= test a 7,9 (=C2=B11.6) en el post test, lo cual representa una mejora gener= al del 21,4%, indicando un impacto positivo del programa.Al analizar por g=C3=A9nero, se evidencia que los varones (n=3D12) m= ostraron una mejora m=C3=A1s significativa, reduciendo sus desequilibrios d= e 9,8 (=C2=B12.1) a 7,1 (=C2=B11.7), lo que representa una mejora del 27,60= %. Por su parte, las mujeres (n=3D8) tambi=C3=A9n mostraron una mejora, aun= que m=C3=A1s moderada: pasaron de 10,2 (=C2=B12.3) a 8,8 (=C2=B11.5), equiv= alente a una mejora del 13,70% (Tab= la 4). Estas diferencias podr=C3=ADan atribuirse a variaciones= individuales en el desarrollo motor, la respuesta adaptativa al est=C3=ADm= ulo propioceptivo, o a factores como el nivel inicial de coordinaci=C3=B3n = o experiencia previa con este tipo de ejercicios.E= n t=C3=A9rminos estad=C3=ADsticos descriptivos, se evidencia una tendencia = general de disminuci=C3=B3n de los desequilibrios en ambos g=C3=A9neros tra= s la intervenci=C3=B3n. La reducci=C3=B3n en la desviaci=C3=B3n est=C3=A1nd= ar en el post test en ambos grupos sugiere una mayor homogeneidad en los re= sultados tras la aplicaci=C3=B3n del programa, lo que refuerza su efectivid= ad. Estos hallazgos respaldan la utilizaci=C3=B3n de actividades propiocept= ivas estructuradas como una estrategia pertinente para mejorar el control p= ostural y la estabilidad en estudiantes con discapacidad visual, contribuye= ndo a su desarrollo motor y autonom=C3=ADa funcional.Tabla 4Resultados test Flamin= go<table style=3D"width:100%; margin-top:0pt; margin-bottom:0pt;= padding:0pt; border-collapse:collapse"><tr style=3D"height:45.55pt"><td st= yle=3D"width:17.9%; border-top:0.75pt solid #000000; border-bottom:0.75pt s= olid #000000; padding:0pt 3.5pt; vertical-align:middle; background-color:#f= fffff">G=C3=A9nero</td><td style=3D= "width:15.38%; border-top:0.75pt solid #000000; border-bottom:0.75pt solid = #000000; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff= ">N</td><td style=3D"width:24.54%; = border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; paddin= g:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">Pretest (desequilibrios / 60s)M</td><td style=3D"width:24.54%; border-top:0.75pt so= lid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertica= l-align:middle; background-color:#ffffff">Post= Test (desequilibrios / 60s)M</span= ></td><td style=3D"width:17.62%; border-top:0.75pt solid #000000; borde= r-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; ba= ckground-color:#ffffff">Mejora (%)<= /td></tr><tr style=3D"height:15.15pt"><td style=3D"width:17.9%; padding:0pt= 3.5pt; vertical-align:middle; background-color:#ffffff">Varones</td><td style=3D"width:15.38%; padding:0pt 3.= 5pt; vertical-align:middle; background-color:#ffffff">12</td><td style=3D"width:24.54%; padding:0pt 3.5pt; ver= tical-align:middle; background-color:#ffffff">= 9,8 =C2=B12.1</td><td style=3D"width:24.54%; padding:0pt 3.5pt; = vertical-align:middle; background-color:#ffffff"><sp= an>7,1 =C2=B11.7</td><td style=3D"width:17.62%; padding:0pt 3.5p= t; vertical-align:middle; background-color:#ffffff">= 27,60%</td></tr><tr style=3D"height:15.15pt"><td style=3D"= width:17.9%; padding:0pt 3.5pt; vertical-align:middle; background-color:#ff= ffff">Mujeres</td><td style=3D"widt= h:15.38%; padding:0pt 3.5pt; vertical-align:middle; background-color:#fffff= f">8</td><td style=3D"width:24.54%;= padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">10,2 =C2=B12.3</td><td style=3D"width:24.= 54%; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff"><p= style=3D"margin-top:0pt; margin-bottom:0pt; text-indent:0pt; line-height:1= 50%; font-size:10pt">8,8 =C2=B11.5</td><td style=3D"width:= 17.62%; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff"= >13,70%</td></tr><tr style=3D"heigh= t:15.15pt"><td style=3D"width:17.9%; border-bottom:0.75pt solid #000000; pa= dding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">Total</td><td style=3D"width:15.38%; border= -bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; bac= kground-color:#ffffff">20</td><td s= tyle=3D"width:24.54%; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt= ; vertical-align:middle; background-color:#ffffff"><= span>10,0=C2=B12.2</td><td style=3D"width:24.54%; border-bottom:= 0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; background-= color:#ffffff">7,9 =C2=B11.6</td><t= d style=3D"width:17.62%; border-bottom:0.75pt solid #000000; padding:0pt 3.= 5pt; vertical-align:middle; background-color:#ffffff">21,40%</td></tr></table>Nota. An=C3=A1lisis Descriptivo; Medi= a (M); Desviaci=C3=B3n Est=C3=A1ndar (=C2=B1).Medi= ante la aplicaci=C3=B3n de la prueba t de Student para muestras relacionada= s, se obtuvo un estad=C3=ADstico t =3D 24.37 con un valor p < 0.000. Est= e valor p es muy inferior al umbral com=C3=BAn de significancia (p =3D 0.05= ), lo que indica una alta confianza en valorar el equilibrio debido a la ad= ecuada intervenci=C3=B3n del dise=C3=B1o de actividades propioceptivas.</sp= an>= 3.3. An= =C3=A1lisis test adaptado KTK El an=C3=A1lisis est= ad=C3=ADstico descriptivo del test KTK adaptado revela mejoras significativ= as en el rendimiento motor de los ni=C3=B1os con discapacidad visual total,= especialmente en las tareas relacionadas con el equilibrio din=C3=A1mico. = En la subprueba de equilibrio hacia atr=C3=A1s, tanto varones como mujeres = mostraron incrementos notables en el n=C3=BAmero de repeticiones, siendo m= =C3=A1s pronunciado en los varones (31,3=E2=80=AF%) frente a las mujeres (2= 3,7=E2=80=AF%). La reducci=C3=B3n en la desviaci=C3=B3n est=C3=A1ndar en el= post test indica una mejora m=C3=A1s homog=C3=A9nea en el desempe=C3=B1o e= ntre los participantes, lo que sugiere que las actividades propioceptivas a= plicadas favorecieron el control postural y la estabilidad corporal de mane= ra efectiva.En cuanto a la subprueba de saltos lat= erales, que eval=C3=BAa la agilidad y coordinaci=C3=B3n r=C3=A1pida, se evi= denci=C3=B3 una mejora moderada. Los varones presentaron un incremento del = 11,0=E2=80=AF% y las mujeres del 7,2=E2=80=AF%, con un leve aumento en la d= ispersi=C3=B3n de los resultados en el post test, lo que refleja diferencia= s individuales en la adaptaci=C3=B3n a tareas de ritmo y velocidad. Esto po= dr=C3=ADa deberse a que estas habilidades requieren un mayor grado de proce= samiento motriz y respuesta r=C3=A1pida, lo que plantea la necesidad de un = entrenamiento m=C3=A1s espec=C3=ADfico en esta dimensi=C3=B3n para lograr m= ejoras m=C3=A1s sustanciales.La transportaci=C3=B3= n lateral de 3 metros mostr=C3=B3 progresos similares en ambos g=C3=A9neros= , con una mejora del 7,7=E2=80=AF% en varones y 5,8=E2=80=AF% en mujeres. E= sta subprueba, que exige disociaci=C3=B3n segmentaria y coordinaci=C3=B3n e= n desplazamiento, fue positivamente influenciada por el entrenamiento propi= oceptivo, como lo demuestra la disminuci=C3=B3n en la dispersi=C3=B3n en el= grupo masculino. Estos resultados destacan la importancia de incluir despl= azamientos guiados y actividades de orientaci=C3=B3n espacial para fortalec= er estas capacidades en contextos de discapacidad visual.Finalmente, el coeficiente motor general, que sintetiza el rendimien= to global en las subpruebas del KTK, mostr=C3=B3 una mejora del 16,7=E2=80= =AF%, reflejando un avance significativo en la motricidad gruesa de los par= ticipantes (Tabla 5). = La reducci=C3=B3n leve en la desviaci=C3=B3n est=C3=A1ndar en esta medida g= lobal sugiere que el programa de actividades propioceptivas no solo fue efe= ctivo, sino tambi=C3=A9n equitativo en sus resultados, beneficiando a la ma= yor=C3=ADa de los estudiantes sin grandes diferencias individuales. En conj= unto estos hallazgos respaldan la eficacia de una intervenci=C3=B3n motriz = estructurada y adaptada al contexto sensorial de ni=C3=B1os con discapacida= d visual, promoviendo su desarrollo f=C3=ADsico integral y autonom=C3=ADa f= uncional. Tabla 5Resultados Test KTK<table style=3D"width:100%; margin= -top:0pt; margin-bottom:0pt; padding:0pt; border-collapse:collapse"><tr sty= le=3D"height:43.2pt"><td style=3D"width:34.04%; border-top:0.75pt solid #00= 0000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align= :middle; background-color:#ffffff">Subprueba K= TK</td><td style=3D"width:13.2%; border-top:0.75pt solid #000000= ; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:mid= dle; background-color:#ffffff">G=C3=A9nero</sp= an></td><td style=3D"width:13.2%; border-top:0.75pt solid #000000; bord= er-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; b= ackground-color:#ffffff">n</td><td = style=3D"width:13.2%; border-top:0.75pt solid #000000; border-bottom:0.75pt= solid #000000; padding:0pt 3.5pt; vertical-align:middle; background-color:= #ffffff">M Pre test</p= ></td><td style=3D"width:13.2%; border-top:0.75pt solid #000000; border-bot= tom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; backgro= und-color:#ffffff">M Post tes= t</td><td style=3D"width:13.2%; border-top:0.75pt solid #000000;= border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:midd= le; background-color:#ffffff"><span= >Mejora (%)</td></tr><tr style=3D"height:15.6pt"><td rowspan=3D"= 2" style=3D"width:34.04%; padding:0pt 3.5pt; vertical-align:middle; backgro= und-color:#ffffff">Equilibrio hacia atr=C3=A1s= 10seg</td><td style=3D"width:13.2%; padding:0pt 3.5pt; vertical= -align:middle; background-color:#ffffff">Varon= es</td><td style=3D"width:13.2%; padding:0pt 3.5pt; vertical-ali= gn:middle; background-color:#ffffff">8<= /p></td><td style=3D"width:13.2%; padding:0pt 3.5pt; vertical-align:top; ba= ckground-color:#ffffff">15,6 =C2=B13,2<= /p></td><td style=3D"width:13.2%; padding:0pt 3.5pt; vertical-align:top; ba= ckground-color:#ffffff">22,7 =C2=B11,8<= /p></td><td style=3D"width:13.2%; padding:0pt 3.5pt; vertical-align:middle;= background-color:#ffffff">31,3</td= ></tr><tr style=3D"height:15.6pt"><td style=3D"width:13.2%; border-bottom:0= .75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; background-c= olor:#ffffff">Mujeres</td><td style= =3D"width:13.2%; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; ver= tical-align:middle; background-color:#ffffff">= 12</td><td style=3D"width:13.2%; border-bottom:0.75pt solid #000= 000; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff"><p= style=3D"margin-top:0pt; margin-bottom:0pt; text-indent:0pt; line-height:1= 50%; font-size:10pt">16,4 =C2=B12,1</td><td style=3D"width= :13.2%; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-ali= gn:middle; background-color:#ffffff">21,5 =C2= =B11,4</td><td style=3D"width:13.2%; border-bottom:0.75pt solid = #000000; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff= ">23,7</td></tr><tr style=3D"height= :15.6pt"><td rowspan=3D"2" style=3D"width:34.04%; padding:0pt 3.5pt; vertic= al-align:middle; background-color:#ffffff">Sal= tos laterales 10 intentos</td><td style=3D"width:13.2%; padding:= 0pt 3.5pt; vertical-align:middle; background-color:#ffffff">Varones</td><td style=3D"width:13.2%; padding:0pt = 3.5pt; vertical-align:middle; background-color:#ffffff">8</td><td style=3D"width:13.2%; padding:0pt 3.5pt; ver= tical-align:middle; background-color:#ffffff">= 23,5 =C2=B11,6</td><td style=3D"width:13.2%; padding:0pt 3.5pt; = vertical-align:middle; background-color:#ffffff"><sp= an>26,4 =C2=B11,9</td><td style=3D"width:13.2%; padding:0pt 3.5p= t; vertical-align:middle; background-color:#ffffff">= 11,0</td></tr><tr style=3D"height:15.6pt"><td style=3D"wid= th:13.2%; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-a= lign:middle; background-color:#ffffff">Mujeres= </td><td style=3D"width:13.2%; border-bottom:0.75pt solid #00000= 0; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">12</td><td style=3D"width:13.2%; border= -bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; bac= kground-color:#ffffff">24,6 =C2=B11,2</= p></td><td style=3D"width:13.2%; border-bottom:0.75pt solid #000000; paddin= g:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">26,5 =C2=B11,9</td><td style=3D"width:13.2%; bor= der-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; = background-color:#ffffff">7,2</td><= /tr><tr style=3D"height:15.6pt"><td rowspan=3D"2" style=3D"width:34.04%; pa= dding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">Transportaci=C3=B3n lateral 3m</td><td styl= e=3D"width:13.2%; padding:0pt 3.5pt; vertical-align:middle; background-colo= r:#ffffff">Varones</td><td style=3D= "width:13.2%; padding:0pt 3.5pt; vertical-align:middle; background-color:#f= fffff">8</td><td style=3D"width:13.= 2%; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">26,5 =C2=B12,3</td><td style=3D"width:= 13.2%; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">= 28,7 =C2=B11,4</td><td style=3D"wid= th:13.2%; padding:0pt 3.5pt; vertical-align:middle; background-color:#fffff= f">7,7</td></tr><tr style=3D"height= :15.6pt"><td style=3D"width:13.2%; border-bottom:0.75pt solid #000000; padd= ing:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">Mujeres</td><td style=3D"width:13.2%; border-b= ottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; backg= round-color:#ffffff">12</td><td sty= le=3D"width:13.2%; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; v= ertical-align:middle; background-color:#ffffff"><spa= n>27,7 =C2=B12,4</td><td style=3D"width:13.2%; border-bottom:0.7= 5pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; background-col= or:#ffffff">29,4 =C2=B12,2</td><td = style=3D"width:13.2%; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt= ; vertical-align:middle; background-color:#ffffff"><= span>5,8</td></tr><tr style=3D"height:15.6pt"><td style=3D"width= :34.04%; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-al= ign:middle; background-color:#ffffff">Coeficie= nte motor general</td><td style=3D"width:13.2%; border-bottom:0.= 75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; background-co= lor:#ffffff">Total</td><td style=3D= "width:13.2%; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertic= al-align:middle; background-color:#ffffff">20<= /span></td><td style=3D"width:13.2%; border-bottom:0.75pt solid #000000= ; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">21,3 =C2=B12.1</td><td style=3D"width:13= .2%; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:= middle; background-color:#ffffff">25,5 =C2=B11= ,9</td><td style=3D"width:13.2%; border-bottom:0.75pt solid #000= 000; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff"><p= style=3D"margin-top:0pt; margin-bottom:0pt; text-indent:0pt; line-height:1= 50%; font-size:10pt">16,7</td></tr></table>Nota. An=C3=A1lisis = Descriptivo; Media (M); Desviaci=C3=B3n Est=C3=A1ndar (=C2=B1).<= p style=3D"margin-top:0pt; margin-bottom:10pt; text-indent:0pt; line-height= :115%">Al aplicar la prueba t de Student para muestras relacionadas a= los datos obtenidos en las subpruebas del KTK (equilibrio hacia atr=C3=A1s= , saltos laterales, transportaci=C3=B3n lateral y el coeficiente motor gene= ral), se evidencia una mejora estad=C3=ADsticamente significativa en el des= empe=C3=B1o motor de los estudiantes con discapacidad visual despu=C3=A9s d= e la intervenci=C3=B3n. En cada subprueba, tanto varones como mujeres prese= ntaron incrementos notables en sus promedios, siendo m=C3=A1s pronunciados = en "Equilibrio hacia atr=C3=A1s", especialmente en los varones (31,3%). La = mejora general del coeficiente motor (de 21,3 =C2=B12,1 a 25,5 =C2=B11,9) r= efleja un aumento del 16,7%, lo cual, considerando las desviaciones est=C3= =A1ndar y los tama=C3=B1os de muestra, indica una diferencia significativa = (p < 0,05). Esto sugiere que la intervenci=C3=B3n basada en actividades = propioceptivas tuvo un impacto positivo y medible en el desarrollo de las h= abilidades motrices de los participantes.4. Discusi=C3=B3n En cuanto = al estado inicial de atenci=C3=B3n de los ni=C3=B1os del grado tercero, se = pudo evidenciar que sus niveles de maduraci=C3=B3n atencional, como las hab= ilidades motoras visoespaciales y la atenci=C3=B3n sostenida, la flexibilid= ad mental, la atenci=C3=B3n dividida, la precisi=C3=B3n de procesamiento y = el control inhibitorio, se encontraban en niveles bajos. Es posible que est= e resultado se deba a factores netamente madurativos, es decir, que los ni= =C3=B1os, a partir de los 9 a=C3=B1os se encuentran en plena consolidaci=C3= =B3n de la atenci=C3=B3n, o se deba tambi=C3=A9n a asuntos m=C3=A1s de est= =C3=ADmulo motor y su v=C3=ADnculo con el procesamiento sensorial, que opti= miza la recepci=C3=B3n de la informaci=C3=B3n y, por ende, el aprendizaje.<= /span>Los resultados obtenidos en esta investigaci=C3=B3n= confirman que la implementaci=C3=B3n de un programa estructurado de activi= dades propioceptivas adaptadas tiene un impacto positivo y significativo en= el desarrollo del equilibrio y la coordinaci=C3=B3n motriz en ni=C3=B1os c= on discapacidad visual en edad escolar. La disminuci=C3=B3n del 21,4=E2=80= =AF% en los desequilibrios registrados mediante el test de Flamingo, as=C3= =AD como la mejora del 16,7=E2=80=AF% en el coeficiente motor general evalu= ado a trav=C3=A9s del test KTK, respaldan emp=C3=ADricamente la efectividad= del enfoque aplicado, los resultados. Estos hallazgos coinciden con lo se= =C3=B1alado por autores como Espinosa-Cevallos (2023) quien sostiene que los ejercicios d= e estimulaci=C3=B3n propioceptiva cuando se aplican de forma sistem=C3=A1ti= ca y multisensorial favorecen significativamente el control postural en pob= laciones con ceguera cong=C3=A9nita.El dise=C3=B1o= de actividades propioceptivas en este estudio integr=C3=B3 elementos t=C3= =A1ctiles, auditivos y kinest=C3=A9sicos que contribuyeron a suplir la ause= ncia del canal visual, permitiendo a los participantes desarrollar estrateg= ias de compensaci=C3=B3n motriz. Esta metodolog=C3=ADa es coherente con lo = propuesto por Calu=C3=B1a</= span> (2024) quien destaca la importancia del entorno sensorial enriq= uecido para fomentar la organizaci=C3=B3n neuromuscular en ni=C3=B1os con d= iscapacidad visual. Adem=C3=A1s, el aumento significativo en el equilibrio = din=C3=A1mico con mejoras del 31,3=E2=80=AF% y 23,7=E2=80=AF% en varones y = mujeres respectivamente, lo que sugiere que las tareas motoras orientadas a= la retroalimentaci=C3=B3n corporal continua son clave en el fortalecimient= o de habilidades motrices gruesas.La mejora menos = pronunciada en las subpruebas de saltos laterales y transportaci=C3=B3n pod= r=C3=ADa explicarse por la complejidad biomec=C3=A1nica y el mayor requerim= iento de velocidad (Calu=C3= =B1a, 2024), coordinaci=C3=B3n inter segmentaria y orientaci= =C3=B3n espacial r=C3=A1pida, al respecto Sanz (2022) afirma los ni=C3=B1os con discapaci= dad visual pueden presentar retrasos en tareas que demandan respuestas motr= ices r=C3=A1pidas, debido a la menor integraci=C3=B3n multisensorial en tie= mpo real. Por tanto, se reconoce la necesidad de mantener un equilibrio met= odol=C3=B3gico entre actividades de control postural y aquellas que fomente= n la agilidad y la velocidad de reacci=C3=B3n.Desd= e una perspectiva pedag=C3=B3gica, este estudio aporta evidencia concreta s= obre la viabilidad de incluir actividades propioceptivas dentro del curr=C3= =ADculo de Educaci=C3=B3n F=C3=ADsica en entornos inclusivos. La estrategia= metodol=C3=B3gica utilizada, basada en instrucci=C3=B3n directa, gu=C3=ADa= corporal y retroalimentaci=C3=B3n multisensorial, permiti=C3=B3 un aprendi= zaje seguro y significativo. Seg=C3=BAn Garc=C3=ADa et al. (2021) el acompa=C3=B1amiento = verbal constante y el uso de apoyos f=C3=ADsicos adecuados son factores det= erminantes en el =C3=A9xito de la ense=C3=B1anza motriz en estudiantes con = discapacidad visual. En este contexto, la formaci=C3=B3n docente en estrate= gias inclusivas se vuelve esencial para replicar experiencias educativas ef= ectivas como la aqu=C3=AD descrita.La investigaci= =C3=B3n no solo evidencia mejoras motrices, sino que tambi=C3=A9n promueve = una reflexi=C3=B3n sobre la equidad en el acceso al movimiento y la partici= paci=C3=B3n plena de estudiantes con discapacidad visual en la escuela. Se = coincide con Mart=C3=ADnez<= /span> et al. (2023) al se=C3=B1alar que una educaci=C3=B3n f=C3=ADsi= ca inclusiva y adaptada debe priorizar el desarrollo de la autonom=C3=ADa m= otriz como un derecho educativo fundamental. Adem=C3=A1s estudios como el d= e Mejia & = Zald=C3=ADvar (2021) refuerzan la idea de que el sistema propioceptivo pued= e potenciarse con intervenciones bien dise=C3=B1adas, compensando parcialme= nte la ausencia de visi=C3=B3n y fortaleciendo la conciencia corporal. As= =C3=AD, esta propuesta se inscribe en un marco de innovaci=C3=B3n educativa= sustentado tanto en la evidencia cient=C3=ADfica como en la responsabilida= d social hacia una educaci=C3=B3n de calidad para todos.5.= Conclusiones<ul style=3D"margin:0pt; padding-left:0pt"><li c= lass=3D"BodyText" style=3D"margin-right:5.95pt; margin-left:32.33pt; text-a= lign:justify; line-height:115%; padding-left:3.67pt; font-family:serif"><sp= an style=3D"font-family:'Times New Roman'">La educaci=C3=B3n f=C3=ADsica de= be ser un espacio apropiado para la participaci=C3=B3n y disfrute de todos = los estudiantes en las actividades motrices programadas independientemente = de sus necesidades educativas en un ambiente equitativo y solidario que pro= mueva el desarrollo integral e inclusi=C3=B3n de los estudiantes con discap= acidad visual u otra a la clase.</li><li class=3D"ListParagraph" sty= le=3D"margin:0pt 6pt 0pt 32.33pt; text-indent:0pt; line-height:115%; paddin= g-left:3.67pt; font-family:serif">La propuesta de Actividades propioceptivas en el desarrollo del equili= brio y coordinaci=C3=B3n en ni=C3=B1os con discapacidad visual en las clase= s de Educaci=C3=B3n F=C3=ADsica es una metodolog=C3=ADa adaptada para aplic= ar durante ocho semanas, se basa en actividades con el empleo de est=C3=ADm= ulos t=C3=A1ctiles, auditivos y kinest=C3=A9sicos, que compensan la ausenci= a de visi=C3=B3n y promueven una mayor conciencia corporal, ofreciendo</spa= n> </= span>un apoyo adecuado para superar= las barreras que limitan la= inclusi=C3=B3n</spa= n> </s= pan>dentro de la clase de<sp= an style=3D"font-family:'Times New Roman'; letter-spacing:-0.55pt"> = Educaci=C3=B3n F=C3=ADsica.<= /span> </li><li class= =3D"ListParagraph" style=3D"margin:0pt 6pt 0pt 32.33pt; text-indent:0pt; li= ne-height:115%; padding-left:3.67pt; font-family:serif">la aplicaci=C3=B3n de un programa de actividades= propioceptivas favoreci=C3=B3 significativamente el control postural y la = estabilidad de los estudiantes con discapacidad visual. La disminuci=C3=B3n= de los desequilibrios y la mejora en el rendimiento motor, especialmente e= n pruebas de equilibrio din=C3=A1mico, demuestran que este tipo de interven= ci=C3=B3n constituye una estrategia eficaz para potenciar la autonom=C3=ADa= funcional. Aunque las diferencias por g=C3=A9nero reflejan respuestas adap= tativas diversas, la tendencia indica que el entrenamiento propioceptivo co= ntribuye al desarrollo de la motricidad gruesa, consolidando as=C3=AD su pe= rtinencia como recurso pedag=C3=B3gico y terap=C3=A9utico en contextos incl= usivos.</li><li class=3D"ListParagraph" style=3D"margin:0pt 6pt 10pt= 32.33pt; text-indent:0pt; line-height:115%; padding-left:3.67pt; font-fami= ly:serif">La intervenci=C3=B3= n basada en actividades propioceptivas mostr=C3=B3 un impacto positivo en l= as capacidades motrices de los estudiantes con discapacidad visual, generan= do mejoras estad=C3=ADsticamente significativas tanto en equilibrio est=C3= =A1tico como din=C3=A1mico, as=C3=AD como en la coordinaci=C3=B3n global. L= a reducci=C3=B3n de la variabilidad entre los participantes tras el program= a confirma que se trata de una propuesta efectiva y homog=C3=A9nea en sus b= eneficios. Estos resultados respaldan la necesidad de incorporar programas = de estimulaci=C3=B3n propioceptiva en los procesos educativos y de rehabili= taci=C3=B3n, no solo para optimizar el rendimiento motor, sino tambi=C3=A9n= para fortalecer la autonom=C3=ADa y la calidad de vida de esta poblaci=C3= =B3n.</li></ul>6.<span= style=3D"width:9pt; font:7pt 'Times New Roman'; display:inline-block"> = 0; Conflict= o de interesesLos autores dec= laran que no existe conflicto de intereses en relaci=C3=B3n con el art=C3= =ADculo presentado.7.</sp= an> = Declaraci=C3=B3n de contribuci=C3=B3n de los autoresTodos autores contribuyeron significativamente en la= elaboraci=C3=B3n del art=C3=ADculo.<s= pan>8. Costos de financiamiento La presente investigaci=C3=B3n fue financiada en su totalidad = con fondos propios de los autores.<h1 style=3D"margin-top:0pt; m= argin-left:21.3pt; margin-bottom:10pt; text-indent:-18pt; text-align:left; = line-height:115%; font-size:12pt">9. &#= xa0; Referencias Bibliogr=C3=A1ficas</h1>Adeloye, O= ., Olatunji, M., Akindolie, O., Adeloye, R., & Tiamiyu, O. (2022). Eval= uation of human body balance: a review of clinical and simple field tests o= f balance. Brain and Neurological = Disorders. 5(1), 1-7. <a href=3D"https://www.researchga= te.net/publication/361570882" style=3D"text-decoration:none">https://www.researchgate.net/publication/361570882</a></= p>Alarc=C3=B3n</spa= n> Segura, K., Castelli Correia de Campos, L., Barrera Rosales, N., I= nostroza Mart=C3=ADnez, C., Fuentealba Fa=C3=BAndez, F., Riquelme Saldias, = =C3=81., Campos Campos, K., & Luarte Rocha, C. (2021). Desarrollo motor= en ni=C3=B1os de 5 a 12 a=C3=B1os con discapacidad visual. 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Inclusi=C3=B3n y su importancia en las institucio= nes educativas desde los mecanismos de integraci=C3=B3n del alumnado. </spa= n>Revista Arbitrada Interdisciplinaria Ko= inon=C3=ADa, 5= (9), 5=E2=80=9327. <a href=3D"https://doi.org/10.35381/r.k.v5i= 9.554" style=3D"text-decoration:none">https://doi= .org/10.35381/r.k.v5i9.554</a> = ; <span= > </p= > </sp= an> = 0; <s= pan> <p= style=3D"text-indent:0pt"> El art=C3=ADculo que se publica es de exclusiva responsabilidad d= e los autores y no necesariamente reflejan el pensamiento de la <spa= n style=3D"font-weight:bold">Revista Ciencia Digital. <img src=3D"data:image/jpeg;base64,/9j/4AAQSkZJRgABAQEAYABgAAD/2wBDAAEB= AQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQE= BAQEBAQH/2wBDAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQ= EBAQEBAQEBAQEBAQEBAQEBAQH/wAARCABhAN4DASIAAhEBAxEB/8QAHwAAAgICAwEBAQAAAAAAA= AAAAAoICQUHAgMGAQsE/8QAUhAAAAYBAwIDBAUHBQgTAAAAAQIDBAUGBwAIEQkSExQhChUxURYi= 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Dur=C3=A1n, Ecuador.</spa= n>Maestr=C3=ADa en Pedagog=C3=ADa de la Cultura F=C3=ADsi= ca menci=C3=B3n en Educaci=C3=B3n F=C3=ADsica Inclusiva, Universidad Boliva= riana del Ecuador, Duran, Ecuador.<img src=3D"data:image/pn= g;base64,iVBORw0KGgoAAAANSUhEUgAAABQAAAAUCAYAAACNiR0NAAAABHNCSVQICAgIfAhkiA= AAAAlwSFlzAAAOxAAADsQBlSsOGwAAA2lJREFUOI21lEtoXVUUhr+197n3nNzbJN6omdTWRmwbi= kVq4iMxk0ZU2oGgA1FnQcQiUhUnFqo4cGIRQUGd+KDY+Jp25ouiGCOxElqjhba0URPzsPQmuY9z= zj1nLwcnuU1iQ0f+mzXZe///Wv/aiy1cBV/83NNOPr/VWHunqO5OVNuNlQVjmZCGjCVhcPHR3q8= XrsaVNUITu/KSlu7LFeSpNNZ+57RTjDTvqFM1IvNiGXWJvD/9x8yXB/efizYU/Hy8/0W/aA/Xq4= 3r1P3nOCNIFsW2XLleTd648Z/863v3nkjWCL59dp/fWSsfzOXNkShKacvfgnMRlXjqqqIrwr5vk= ihyhxbT+K2ne082AAzADZXyPj+wL8ehQ1NH700v0N35OAroutW0rxDF6rUUvddaJfdwM9HwqYFS= a0GO1SrpfucUVUXEZCQcqQtZ0VEU1QTPtmAkDygiEBTsTxq6hx65fWTOy7l0exjKgGrGcjTo2/o= KS9EUZ2aPcf/Oo1iTI9UGqFJrzDF5+Sv+Wvg+y+IEVXaGibsbOO5hGBSkbUUQdRT9zaQuBhE6Ct= 2MT7/D9OIIVnw6Ct3csfk52oNtTMwcBbE0YteeC7we4LinSI9Z03dBNUVxTdu1eI7FcBIjHvPVU= 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padd= ing:0pt 5.4pt; vertical-align:top"><a href=3D"https://orcid.org/0009-0001-7744-9514" st= yle=3D"text-decoration:none">https://orcid.org/0009-0001-7744-9514</a> </td><td style=3D"padding:0pt; vertical-align:top"></t= d></tr><tr><td style=3D"width:3.25pt; padding:0pt 5.4pt; vertical-align:top= "> </td><td co= lspan=3D"4" style=3D"width:370.7pt; padding:0pt 5.4pt; vertical-align:top">= Universidad Bolivariana del Ecuador (= UBE), Dur=C3=A1n, Ecuador.Maestr=C3=ADa en Pedagog= =C3=ADa de la Cultura F=C3=ADsica menci=C3=B3n en Educaci=C3=B3n F=C3=ADsic= a Inclusiva, Universidad Bolivariana del Ecuador, Duran, Ecuador.</p= ><img src=3D"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAABQAAAAUCAY= AAACNiR0NAAAABHNCSVQICAgIfAhkiAAAAAlwSFlzAAAOxAAADsQBlSsOGwAAA2lJREFUOI21lE= toXVUUhr+197n3nNzbJN6omdTWRmwbikVq4iMxk0ZU2oGgA1FnQcQiUhUnFqo4cGIRQUGd+KDY+= Jp25ouiGCOxElqjhba0URPzsPQmuY9zzj1nLwcnuU1iQ0f+mzXZe///Wv/aiy1cBV/83NNOPr/V= 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vertical-align:top"></td></tr><tr><td style=3D"width:3.25pt; padding:0pt 5= .4pt; vertical-align:top"> = 0;</td><td colspan=3D"4" style=3D"width:370.7pt; padding:0pt 5.4= pt; vertical-align:top">Universidad B= olivariana del Ecuador (UBE), Dur=C3=A1n, Ecuador.= gdmaqueirac@ube.edu.ec</td></tr><tr style=3D"height:0pt"><td sty= le=3D"width:14.05pt"></td><td style=3D"width:184.35pt"></td><td style=3D"wi= dth:21.1pt"></td><td style=3D"width:175.75pt"></td><td style=3D"width:0.3pt= "></td></tr></table> <table style=3D"width:436.35pt; margin-= top:0pt; margin-bottom:0pt; padding:0pt; border-collapse:collapse"><tr><td = colspan=3D"7" style=3D"width:161.75pt; padding:0pt 5.4pt; vertical-align:to= p"> </= span></td><td colspan=3D"3" style=3D"width:253pt; border-top:0.75pt sol= id #000000; border-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical= -align:top">Art=C3=ADculo de Investigaci=C3=B3n Cient=C3=ADfica y Tecnol= =C3=B3gicaEnvia= do: Revisado: <= /span>Aceptado: </span= >Publicado:= 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style=3D"font-weight:bold"> </td><td style=3D"width:4.= 35pt; padding:0pt 5.4pt; vertical-align:top"> </td><td co= lspan=3D"6" style=3D"width:343.3pt; padding:0pt 5.4pt; vertical-align:top">= <div style=3D"border-top:0.75pt solid #000000; border-bottom:0.75pt solid #= 000000; clear:both"> CIENCIA DIGITAL</spa= n>, e</= span>s una revista multidisciplinaria, trimes= tral, que se publicar=C3=A1 en soporte electr=C3=B3nico tiene como misi=C3= =B3n contribuir a la <span= style=3D"font-size:8pt"> formac= i=C3=B3n de profesionales competentes con visi=C3=B3n human=C3=ADstica y cr= =C3=ADtica que sean capaces de exponer sus resultados investigativos y cien= t=C3=ADficos en la misma medida que se promueva mediante su intervenci=C3= =B3n cambios positivos en la sociedad.= <a href=3D"https://cienciadigital.org" style=3D"text-decoratio= n:none">https://cienciadigital.org</a> La revista es editada por la Editorial Cienc= ia Digital (Editorial de prestigio registrada en la C=C3=A1mara Ecuatoriana= de Libro con No de Afiliaci=C3=B3n 663) <a href=3D"http://www.celib= ro.org.ec" style=3D"text-decoration:none">www.celibro.org.ec</a> </div></td>= <td style=3D"padding:0pt; vertical-align:top"></td><td style=3D"padding:0pt= ; vertical-align:top"></td></tr><tr style=3D"height:23.65pt"><td style=3D"w= idth:50.5pt; border-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertica= l-align:top"><im= g src=3D"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAE0AAAAcCAYAAAAk2zLi= AAAABHNCSVQICAgIfAhkiAAAAAlwSFlzAAAOxAAADsQBlSsOGwAAEy5JREFUaIHVmWl0VFW2x3/= n1q0hqaSSykAmTIAkEIQATgFBmcQgEWVwAFyQbnCKiKLg0GlYiiCttjQqr2WyQWVGpLFlEEQU1I= AkRLEDRBOCRJKKYUiopCo13/M+VFIkCLr6w1tv9f5Sq27ds4f/Hs7eu4TX65U1tTUENA0hQAgAQ= QeSwQ8hBFLK0GPR/j0hkfyapJQhnsGzgpAEIUAGz4k2OYLL+Mi219rJbZMt2qt36cfLFb8CCXnp= RdnRjA72SCRIiRbQ6NqlG4pOQdTV1chHHitg1Og7kWiXWdxOExlUVF56EmQoCFp0yYark2xnqJR= oUiKlBghURbmy4eIyw9vpJDWJpkk0IVEUBSFERzVEhwMdeUgFpCQgtaCvBChCueQGIYLASYkiFD= 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Copia de la licencia: <a hr= ef=3D"https://creativecommons.org/licenses/by-nc-sa/4.0/deed.es" style=3D"t= ext-decoration:none">https://creativecommons.org/licenses/b= y-nc-sa/4.0/deed.es</a></td><td style=3D"border-bottom:0.75pt so= lid #000000; padding:0pt; vertical-align:top"></td><td style=3D"padding:0pt= ; vertical-align:top"></td></tr><tr><td colspan=3D"4" style=3D"width:93.7pt= ; padding:0pt 5.4pt; vertical-align:top">Palabras claves: Equilibrio; coordinaci=C3=B3n; propioce= pci=C3=B3n; discapacidad visual total; inclusi=C3=B3n. </td><td colspan=3D"2" style=3D"widt= h:0.9pt; padding:0pt 5.4pt; vertical-align:top"> </td><td colspan=3D"3" style=3D"width:305.6pt= ; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padd= ing:0pt 5.4pt; vertical-align:top">Resumen I= ntroducci=C3=B3n: el desarrollo motriz en ni=C3=B1os con disca= pacidad visual representa un reto significativo dentro del contexto educati= vo, particularmente en el =C3=A1rea de educaci=C3=B3n f=C3=ADsica. Las difi= cultades asociadas a la ausencia o limitaci=C3=B3n de la visi=C3=B3n reperc= uten directamente en el equilibrio, la coordinaci=C3=B3n y la orientaci=C3= =B3n espacial, aspectos fundamentales para la autonom=C3=ADa motriz y la pa= rticipaci=C3=B3n en la vida escolar. Objetivos: el presente estudio tuvo como objetivo desarrolla= r e implementar un programa de actividades propioceptivas orientado a mejor= ar el equilibrio y la coordinaci=C3=B3n en estudiantes con discapacidad vis= ual total, en ni=C3=B1os de 10 y 11 a=C3=B1os, de una unidad educativa espe= cializada de la ciudad de Quito. Me= todolog=C3=ADa: se utiliz=C3=B3 una investigaci=C3=B3n con un = enfoque cuantitativo y un dise=C3=B1o pre-experimental con la aplicaci=C3= =B3n de un pretest y un post test, se trabaj=C3=B3 con una muestra intencio= nada de 20 estudiantes (12 varones y 8 mujeres). Se aplicaron actividades p= ropioceptivas durante 8 semanas, organizadas en sesiones de 45 minutos, dos= veces por semana, utilizando materiales accesibles y metodolog=C3=ADas mul= tisensoriales. La evaluaci=C3=B3n se realiz=C3=B3 mediante la prueba de equ= ilibrio de Flamingo y una versi=C3=B3n adaptada del test KTK, incorporando = se=C3=B1ales auditivas, gu=C3=ADa t=C3=A1ctil y ajustes espaciales. = Resultados: los resultados ev= idenciaron una mejora significativa en el control postural y la coordinaci= =C3=B3n motriz en todos los participantes, con un incremento promedio del 1= 6,7=E2=80=AF% en las subpruebas del KTK. Asimismo, se observ=C3=B3 una redu= cci=C3=B3n del 21,4% en los desequilibrios en la prueba Flamingo, lo que va= lida la efectividad del programa. C= onclusiones: la intervenci=C3=B3n propuesta demostr=C3=B3 ser = viable, segura y pedag=C3=B3gicamente pertinente para contextos inclusivos,= y se alinea con las normativas de equidad educativa. Se recomienda su repl= icaci=C3=B3n en instituciones con poblaci=C3=B3n estudiantil con discapacid= ad visual. =C3=81rea de estudio gen= eral: Educaci=C3=B3n. = =C3=81rea de estudio espec=C3=ADfica: Educaci=C3=B3n F=C3=ADsi= ca Inclusiva. Tipo de art=C3=ADculo= : Original.</td><td style=3D"padding:0pt; vertical-= align:top"></td></tr><tr><td colspan=3D"3" style=3D"width:91.45pt; padding:= 0pt 5.4pt; vertical-align:top">Keyw= ords: Balance; coordi= nation; proprioception; total visual impairment; inclusion.</td>= <td colspan=3D"2" style=3D"width:0.85pt; padding:0pt 5.4pt; vertical-align:= top"> </td><td cols= pan=3D"4" style=3D"width:307.9pt; border-top:0.75pt solid #000000; border-b= ottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top"><= span style=3D"font-weight:bold; color:#808080">Abstract<= span style=3D"font-weight:bold">Introduction: Motor developmen= t in children with visual impairment represents a significant challenge wit= hin the educational context, particularly in physical education. The diffic= ulties associated with the absence or limitation of vision have a direct im= pact on balance, coordination and spatial orientation, fundamental aspects = for motor autonomy and participation in school life. Objectives: The objective of this study was = to develop and implement a program of proprioceptive activities aimed at im= proving balance and coordination in students with total visual impairment, = in children aged 10 and 11 years, from a specialized educational unit in th= e city of Quito. Methodology: </spa= n>research with a quantitative approach and a pre-experimental design= was used with the application of a pre-test and a post-test, working with = an intentional sample of 20 students (12 males and 8 females). Propriocepti= ve activities were applied for 8 weeks, organized in 45-minute sessions, tw= ice a week, using accessible materials and multisensory methodologies. The = evaluation was conducted using the Flamingo balance test and an adapted ver= sion of the KTK test, incorporating auditory cues, tactile guidance, and sp= atial adjustments. Results: = The results showed a significant improvement in postural control and = motor coordination in all participants, with an average increase of 16.7% i= n the KTK subtests. Likewise, a 21.4% reduction in imbalances was observed = in the Flamingo test, which validates the effectiveness of the program. </s= pan>Conclusions: The proposed= intervention proved to be viable, safe, and pedagogically relevant for inc= lusive contexts, and is aligned with educational equity regulations. Replic= ation is recommended in institutions with a visually impaired student popul= ation. General area of study: </spa= n>Education. Specific area of= study: Inclusive Physical Education. Item type: Original.</td><td style= =3D"padding:0pt; vertical-align:top"></td></tr><tr style=3D"height:0pt"><td= style=3D"width:61.3pt"></td><td style=3D"width:15.15pt"></td><td style=3D"= width:25.8pt"></td><td style=3D"width:2.25pt"></td><td style=3D"width:9.4pt= "></td><td style=3D"width:2.3pt"></td><td style=3D"width:56.35pt"></td><td = style=3D"width:258pt"></td><td style=3D"width:2.05pt"></td><td style=3D"wid= th:3.75pt"></td></tr></table> <= /span>1. = Introducci=C3=B3n El desarrollo motriz en ni=C3=B1os con discapacidad visual represe= nta un reto significativo dentro del contexto educativo, particularmente en= el =C3=A1rea de educaci=C3=B3n f=C3=ADsica. Las dificultades asociadas a l= a ausencia o limitaci=C3=B3n de la visi=C3=B3n repercuten directamente en e= l equilibrio, la coordinaci=C3=B3n y la orientaci=C3=B3n espacial, aspectos= fundamentales para la autonom=C3=ADa motriz y la participaci=C3=B3n en la = vida escolar (Sailema</span= > et al., 2023). Diversas investigaciones evidenciaron que los ni=C3= =B1os con discapacidad visual presentan un menor rendimiento en pruebas mot= rices en comparaci=C3=B3n con sus pares sin discapacidad, especialmente en = tareas que demandan equilibrio din=C3=A1mico y control postural (<sp= an style=3D"background-color:#ffff00">Bohorquez & Rey, 202= 1).Ante esta realidad se vuelve imperativo impleme= ntar estrategias pedag=C3=B3gicas inclusivas que respondan a las necesidade= s espec=C3=ADficas de esta poblaci=C3=B3n. Una de las estrategias con mayor= potencial es el uso de actividades propioceptivas, las cuales estimulan la= percepci=C3=B3n del cuerpo en el espacio a trav=C3=A9s de la activaci=C3= =B3n de receptores musculares, articulares y cut=C3=A1neos, permitiendo com= pensar parcialmente la falta de informaci=C3=B3n visual (Organizaci=C3=B3n Mundial de la Salud [OMS, 2= 006). Estas actividades no solo fortalecen el control motor y = el equilibrio, sino que tambi=C3=A9n favorecen la autoestima y la percepci= =C3=B3n de competencia f=C3=ADsica, contribuyendo as=C3=AD a la inclusi=C3= =B3n y al bienestar integral del estudiante (Cabezas, 2024).El d= esarrollo del equilibrio y la coordinaci=C3=B3n motriz es un aspecto fundam= ental en la formaci=C3=B3n integral de los ni=C3=B1os, ya que constituye la= base para la adquisici=C3=B3n de habilidades f=C3=ADsicas, cognitivas y so= ciales que favorecen su autonom=C3=ADa y participaci=C3=B3n en el entorno e= scolar. En el caso de los ni=C3=B1os con discapacidad visual, estos proceso= s enfrentan barreras significativas debido a la ausencia o reducci=C3=B3n d= e los est=C3=ADmulos visuales que usualmente gu=C3=ADan la orientaci=C3=B3n= espacial y el control postural. Esta condici=C3=B3n genera dificultades qu= e pueden limitar su desenvolvimiento en actividades cotidianas, comprometer= su seguridad f=C3=ADsica y obstaculizar su inclusi=C3=B3n plena en espacio= s de aprendizaje como las clases de educaci=C3=B3n f=C3=ADsica (<spa= n style=3D"background-color:#ffff00">Almache et al., 2024).</s= pan>La visi=C3=B3n tiene un rol determinante en la regula= ci=C3=B3n del equilibrio y la coordinaci=C3=B3n; cuando esta funci=C3=B3n s= ensorial est=C3=A1 comprometida, como ocurre en personas con discapacidad v= isual, es necesario activar y fortalecer otros sistemas, como el propiocept= ivo y el vestibular, para compensar la falta de informaci=C3=B3n visual. La= propiocepci=C3=B3n, definida como la capacidad de percibir la posici=C3=B3= n, el movimiento y la fuerza de los segmentos corporales sin necesidad de v= isi=C3=B3n, se convierte en una herramienta esencial para promover el desar= rollo motor en esta poblaci=C3=B3n (Cleverland Clinic, 2024). Desde esta perspectiva, las= actividades propioceptivas representan una estrategia metodol=C3=B3gica co= n alto potencial, pues estimulan la conciencia corporal, mejoran la estabil= idad postural y favorecen la coordinaci=C3=B3n general del cuerpo.</= p>La implementaci=C3=B3n de actividades propioceptivas en el = aula de educaci=C3=B3n f=C3=ADsica no solo responde a una necesidad pedag= =C3=B3gica, sino tambi=C3=A9n a un enfoque de derechos humanos. Los estudia= ntes con discapacidad tienen derecho a participar en igualdad de condicione= s en todas las dimensiones del proceso educativo, y ello implica garantizar= entornos de aprendizaje seguros, estimulantes y accesibles (V=C3=A9lez-Miranda et al., 2= 020). En esta l=C3=ADnea promover la autonom=C3=ADa motriz a trav=C3=A9s de= estrategias que fortalezcan el equilibrio y la coordinaci=C3=B3n contribuy= e directamente al empoderamiento personal, mejora la autoestima y ampl=C3= =ADa las posibilidades de interacci=C3=B3n social en contextos escolares.</= span>Estudios recientes destacan que las pr=C3=A1cticas s= istem=C3=A1ticas de estimulaci=C3=B3n propioceptiva generan mejoras en el c= ontrol postural y la estabilidad, especialmente cuando se realizan de forma= l=C3=BAdica y estructurada (Espinosa-Cevallos, 2023). Asimismo se identific=C3=B3 que lo= s programas de ejercicio f=C3=ADsico adaptado que integran elementos sensor= iales, t=C3=A1ctiles y auditivos permiten compensar la falta de est=C3=ADmu= los visuales y favorecen una mejor organizaci=C3=B3n neuromuscular para el = movimiento (Velasco<= span>, 2021). Sin embargo, existen escasos estudios en el =C3=A1mbito ecuat= oriano sobre intervenciones propioceptivas en ni=C3=B1os con discapacidad v= isual en edad escolar. En el contexto educativo ec= uatoriano, y espec=C3=ADficamente en la unidad educativa especializa de la = ciudad de Quito, se identifican estudiantes con discapacidad visual que asi= sten regularmente a clases de educaci=C3=B3n f=C3=ADsica, pero cuyas oportu= nidades de progreso motor se ven reducidas por la falta de intervenciones e= spec=C3=ADficas adaptadas a sus necesidades sensoriales. A pesar de la exis= tencia de pol=C3=ADticas nacionales de inclusi=C3=B3n educativa como las pr= omovidas por el Ministerio = de Educaci=C3=B3n (2024) a=C3=BAn persisten brechas metodol=C3= =B3gicas en la planificaci=C3=B3n y ejecuci=C3=B3n de contenidos motrices a= justados a la diversidad funcional. Esto resalta la necesidad de innovar en= el dise=C3=B1o pedag=C3=B3gico para garantizar que los aprendizajes motore= s sean verdaderamente inclusivos y eficaces.En el = caso particular de la instituci=C3=B3n educativa especializada, se cuenta c= on una poblaci=C3=B3n de 30 estudiantes y de estos 20 estudiantes tienen di= scapacidad visual y los otros tienen discapacidad auditiva y f=C3=ADsica. E= sta realidad brinda una oportunidad valiosa para dise=C3=B1ar, aplicar y ev= aluar un conjunto de actividades propioceptivas dirigidas al fortalecimient= o del equilibrio y la coordinaci=C3=B3n motriz, dentro de un marco curricul= ar de educaci=C3=B3n f=C3=ADsica inclusiva. Adem=C3=A1s, se trata de un ent= orno viable para la intervenci=C3=B3n, ya que dispone de espacios f=C3=ADsi= cos adecuados y de una comunidad educativa dispuesta a participar activamen= te en procesos de mejora pedag=C3=B3gica.En este c= ontexto, el presente estudio tuvo como objetivo general aplicar un sistema = de actividades propioceptivas para fortalecer el equilibrio y la coordinaci= =C3=B3n motriz en ni=C3=B1os de 7mo de b=C3=A1sica con discapacidad visual,= en una unidad educativa especializada de Quito.<spa= n>2. Metodolog=C3=ADaEl presente estudio= adopta un enfoque cuantitativo, con la finalidad de analizar el impacto de= actividades propioceptivas en el equilibrio y la coordinaci=C3=B3n motriz = de ni=C3=B1os con discapacidad visual. Desde un dise=C3=B1o experimental, d= e tipo cuasi-experimental debido a la selecci=C3=B3n de la muestra intencio= nal, con grupo experimental y la aplicaci=C3=B3n de pretest y post test (</= span>Haro et al., 202= 4; Hern=C3=A1ndez<sp= an> & Mendoza, 2018). El estudio seg=C3=BAn el alcance gnoseol=C3=B3gic= o es explicativo, de campo y aplicado.La poblaci= =C3=B3n objeto de estudio est=C3=A1 compuesta por los 30 estudiantes, perte= necientes a una unidad educativa especializada de Quito. La muestra se conf= orma de manera intencionada y no probabil=C3=ADstica por conveniencia, e in= cluye a 12 varones y 8 mujeres, en una edad de 11 a 12 a=C3=B1os siendo un = total de 20 estudiantes con discapacidad visual cong=C3=A9nita total (100 %= de los participantes), que participan en las clases de educaci=C3=B3n f=C3= =ADsica (Tabla 1).</sp= an>Tabla 1<= /span>Cara= cterizaci=C3=B3n de la muestra<table style=3D"width:100%; margin= :0pt auto; padding:0pt; border-collapse:collapse"><tr style=3D"height:16.1p= t"><td style=3D"width:18.66%; border-top:0.75pt solid #000000; border-botto= m:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; backgroun= d-color:#ffffff">G=C3=A9nero</td><t= d style=3D"width:11.34%; border-top:0.75pt solid #000000; border-bottom:0.7= 5pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; background-col= or:#ffffff">N</td><td style=3D"widt= h:33.98%; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0000= 00; padding:0pt 3.5pt; vertical-align:top; background-color:#ffffff">Discapacidad visual</td><td style=3D"widt= h:36%; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000;= padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">Edad (a=C3=B1os) M</td></tr><tr style=3D"= height:15.75pt"><td style=3D"width:18.66%; padding:0pt 3.5pt; vertical-alig= n:middle; background-color:#ffffff">Varones</s= pan></td><td style=3D"width:11.34%; padding:0pt 3.5pt; vertical-align:m= iddle; background-color:#ffffff">12= </td><td style=3D"width:33.98%; padding:0pt 3.5pt; vertical-align:top; back= ground-color:#ffffff">Nacimiento 100%</= p></td><td style=3D"width:36%; padding:0pt 3.5pt; vertical-align:middle; ba= ckground-color:#ffffff">11</td></tr= ><tr style=3D"height:15.75pt"><td style=3D"width:18.66%; padding:0pt 3.5pt;= vertical-align:middle; background-color:#ffffff"><s= pan>Mujeres</td><td style=3D"width:11.34%; padding:0pt 3.5pt; ve= rtical-align:middle; background-color:#ffffff"><span= >8</td><td style=3D"width:33.98%; padding:0pt 3.5pt; vertical-al= ign:top; background-color:#ffffff">Nacimiento = 100%</td><td style=3D"width:36%; padding:0pt 3.5pt; vertical-ali= gn:middle; background-color:#ffffff">12= </td></tr><tr style=3D"height:15.75pt"><td style=3D"width:18.66%; borde= r-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; ba= ckground-color:#ffffff">Total</td><= td style=3D"width:11.34%; border-bottom:0.75pt solid #000000; padding:0pt 3= .5pt; vertical-align:middle; background-color:#ffffff">20</td><td style=3D"width:33.98%; border-bottom:0.75pt = solid #000000; padding:0pt 3.5pt; vertical-align:top; background-color:#fff= fff">Nacimiento 100%</td><td style= =3D"width:36%; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; verti= cal-align:middle; background-color:#ffffff">12= </td></tr></table>Nota. an=C3=A1lisis descriptivo, Muestra (N), Media = (M). = 0;2.1. M=C3=A9tod= os empleados en el estudioEntre los m=C3=A9todos d= el nivel te=C3=B3rico empleados en la investigaci=C3=B3n encontramos el his= t=C3=B3rico-l=C3=B3gico que permiti=C3=B3 la valoraci=C3=B3n hist=C3=B3rica= del problema tratado y la influencia de las actividades propioceptivas en = el desarrollo del equilibrio y la coordinaci=C3=B3n motriz de ni=C3=B1os co= n discapacidad visual, el an=C3=A1lisis-s= =C3=ADntesis que permiti=C3=B3 descomponer = los componentes relacionados con la percepci=C3=B3n propioceptiva y los pro= cesos motores para luego integrarlos en una comprensi=C3=B3n hol=C3=ADstica= ; el m=C3=A9todo inductivo-deductivo facilit=C3=B3 establecimiento de infer= encias desde casos espec=C3=ADficos hacia postulados generales, y viceversa= , asegurando coherencia entre teor=C3=ADa y observaci=C3=B3n; mientras que = la modelaci=C3=B3n te=C3=B3rica contribuye a construir representaciones con= ceptuales que expliquen c=C3=B3mo las actividades propioceptivas impactan e= n el equilibrio y la coordinaci=C3=B3n motora de esta poblaci=C3=B3n (</spa= n>Jim=C3=A9nez, 2025)= .En los m=C3=A9todos del nivel emp=C3=ADrico de em= ple=C3=B3 la medici=C3=B3n directa e indirecta, la primera con la toma de m= edidas antropom=C3=A9tricas y la segunda con la aplicaci=C3=B3n de dos test= f=C3=ADsicos, adem=C3=A1s del c=C3=A1lculo del =C3=8Dndice de Masa Corporal (IMC) seg= =C3=BAn la f=C3=B3rmula propuesta por Quetelet (Arencibia et al., 2018), valorada seg=C3= =BAn las curvas establecidas para adolescentes (Cortez, 2021), los test f=C3=ADsicos apli= cados fueron el de test de equilibrio de Flamingo Balance Test y el test de <span= style=3D"text-decoration:underline">Coordinaci=C3=B3n Corporal de Kiphard-= Schilling (KTK), adem=C3=A1s de la observaci=C3=B3n sistem=C3= =A1tica.El m=C3=A9todo matem=C3=A1tico estad=C3=AD= stico se emple=C3=B3 para el an=C3=A1lisis de los resultados, aplic=C3=A1nd= ose la estad=C3=ADstica descriptiva para determinar medidas de tendencia ce= ntral y de desviaci=C3=B3n y la inferencial para comparar los resultados ob= tenidos en el pretest y el post test con la utilizaci=C3=B3n del test de St= udent. 2.2.</span= > T=C3=A9cnicas, instrumentos y procedimi= entosPara cumplir con los objetivos de esta invest= igaci=C3=B3n, se seleccion=C3=B3 como herramienta principal la <span= style=3D"text-decoration:underline">Prueba de Equilibrio de Flamingo (</sp= an>Flamingo Ba= lance Test) (A= deloye et al., 2022) y una adaptaci=C3=B3n del Test de Coordinaci=C3=B3n Corporal de Kip= hard-Schilling (KTK) (Alarc=C3=B3n et al., 2021), ambos validados cient=C3= =ADficamente y aplicables con adecuaciones a poblaciones con discapacidad v= isual.El Test de Equilibrio Flamingo es una prueba ampliamente = utilizada para evaluar el equilibrio est=C3=A1tico en ni=C3=B1os, j=C3=B3ve= nes y adultos. Consiste en mantener la postura sobre un solo pie en una sup= erficie elevada durante un minuto, registrando el n=C3=BAmero de veces que = se pierde el equilibrio. De acuerdo con Mart=C3=ADnez (2003) esta prueba presenta alta fi= abilidad Inter evaluador (r > 0.80) y es v=C3=A1lida como indicador del = control postural, para su uso con personas ciegas, se realizaron adaptacion= es metodol=C3=B3gicas como la descripci=C3=B3n t=C3=A1ctil de la superficie= , asistencia inicial para la postura y supervisi=C3=B3n verbal constante.</= span>Para evaluar la coordinaci=C3=B3n motriz general, se= utiliz=C3=B3 una versi=C3=B3n adaptada del KTK, espec=C3=ADficamente en lo= s =C3=ADtems de salto lateral, equilibrio din=C3=A1mico en l=C3=ADnea y des= plazamiento coordinado en cuadrupedia. El KTK demostr=C3=B3 alta validez de= constructo en ni=C3=B1os con y sin discapacidad (Coppens et al., 2021; Alarc=C3=B3n & Padilla, 201= 7), permitiendo medir la fluidez, ritmo, disociaci=C3=B3n segmentaria y est= abilidad durante el movimiento. En el caso de estudiantes con discapacidad = visual, se recomiendan la incorporaci=C3=B3n de se=C3=B1ales ac=C3=BAsticas= , apoyo f=C3=ADsico inicial y ajustes en la disposici=C3=B3n espacial del e= ntorno para garantizar la seguridad y confiabilidad del resultado.</= p>Ambos instrumentos permiten realizar una evaluaci=C3=B3n co= mparativa pre y post intervenci=C3=B3n, brindando datos cuantificables sobr= e la mejora en las habilidades motrices. Adem=C3=A1s, su aplicaci=C3=B3n pu= ede complementarse con una ficha de observaci=C3=B3n sistem=C3=A1tica elabo= rada por el investigador, con criterios como: alineaci=C3=B3n corporal, res= puesta a est=C3=ADmulos auditivos, estabilidad postural, y calidad del movi= miento. Esta triangulaci=C3=B3n entre test estandarizados y observaci=C3=B3= n directa fortalece la validez interna del estudio y permite una interpreta= ci=C3=B3n m=C3=A1s profunda de los efectos de las actividades propioceptiva= s implementadas.El estudio incluy=C3=B3 una primer= a fase de diagn=C3=B3stico con aplicaci=C3=B3n los test descritos, seguida = de la implementaci=C3=B3n de un programa de actividades propioceptivas dise= =C3=B1adas espec=C3=ADficamente para personas con ceguera, las cuales se de= sarrollaron durante un bloque curricular de juegos durante 8 semanas. Poste= riormente, se aplicaron nuevamente las mismas pruebas con el fin de compara= r los resultados y valorar la eficacia del programa mediante la comparaci= =C3=B3n de los resultados de ambas pruebas. Se contemplaron por tanto cinco= etapas: pretest, dise=C3=B1o de las actividades, implementaci=C3=B3n, post= test y an=C3=A1lisis comparativo utilizando paquetes estad=C3=ADsticos com= o el SPSS y Excel, seg=C3=BAn corresponda. 3.<= /span> Resultados En cuanto a las caracter=C3= =ADsticas antropom=C3=A9tricas, los varones presentaron un peso promedio de= 42,5=C2=B11,6 kg y una talla de 1,48=C2=B10,4 m, mientras que las mujeres = registraron un peso promedio de 39,0=C2=B11,2 kg y una talla de 1,46=C2=B10= ,2 m, de debe se=C3=B1alar que en ambos sexos el peso para la edad es mayor= que el recomendado para la poblaci=C3=B3n ecuatoriana seg=C3=BAn el </span= >Ministerio de Salud P=C3=BAblica = [MSP] & Organizaci=C3=B3n de las Naciones Unidas para la Alimentaci=C3= =B3n y la Agricultura [FAO] (2018).Po= r su parte el =C3=8Dndice = de Masa Corporal (IMC) fue de 20,2=C2=B10,6 kg/m=C2=B2 en el g= rupo masculino y 20,8=C2=B10,8 kg/m=C2=B2 en el femenino, con una media gen= eral de 20,5=C2=B10,3 kg/m=C2=B2, valores que se consideran adecuados para = la edad o normo peso (Corte= z, 2021; OMS</= span>, 2006). Estos datos permiten establecer un perfil f=C3=ADsico r= elativamente equilibrado entre ambos grupos, lo cual es fundamental para ap= licar la intervenci=C3=B3n de actividades propioceptivas en el desarrollo d= el equilibrio y coordinaci=C3=B3n en ni=C3=B1os con discapacidad visual en = las clases de educaci=C3=B3n f=C3=ADsica en esta poblaci=C3=B3n con discapa= cidad visual (Tabla 2)= .Tab= la 2Medidas antropom=C3=A9tricas de los estudiantes<table style=3D"= width:100%; margin-top:0pt; margin-bottom:0pt; padding:0pt; border-collapse= :collapse"><tr style=3D"height:47.4pt"><td style=3D"width:17.28%; border-to= p:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5= pt; vertical-align:middle; background-color:#ffffff">G=C3=A9nero</td><td style=3D"width:15.48%; border-top:0.7= 5pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; v= ertical-align:middle; background-color:#ffffff"><spa= n>N</td><td style=3D"width:16.72%; border-top:0.75pt solid #0000= 00; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:m= iddle; background-color:#ffffff"> = Edad (a=C3=B1os)M</td><td style=3D"width:16.22%; border-top:0.75pt= solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vert= ical-align:middle; background-color:#ffffff">&= #xa0;Peso (kg)M</td><td style=3D"width:16.44%; border-top= :0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5p= t; vertical-align:middle; background-color:#ffffff">= Talla (m)M</td><td style=3D"width:17.84%; borde= r-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt= 3.5pt; vertical-align:middle; background-color:#ffffff"> IMC (kg/m=C2=B2)</= span>M</td></tr><tr style=3D"he= ight:16.45pt"><td style=3D"width:17.28%; padding:0pt 3.5pt; vertical-align:= middle; background-color:#ffffff">Varones</spa= n></td><td style=3D"width:15.48%; padding:0pt 3.5pt; vertical-align:mid= dle; background-color:#ffffff">12</= td><td style=3D"width:16.72%; padding:0pt 3.5pt; vertical-align:middle; bac= kground-color:#ffffff">11</td><td s= tyle=3D"width:16.22%; padding:0pt 3.5pt; vertical-align:middle; background-= color:#ffffff">42,5=C2=B11,6</td><t= d style=3D"width:16.44%; padding:0pt 3.5pt; vertical-align:middle; backgrou= nd-color:#ffffff">1,48=C2=B10,4</td= ><td style=3D"width:17.84%; padding:0pt 3.5pt; vertical-align:middle; backg= round-color:#ffffff">20,2=C2=B10,6<= /td></tr><tr style=3D"height:16.45pt"><td style=3D"width:17.28%; padding:0p= t 3.5pt; vertical-align:middle; background-color:#ffffff">Mujeres</td><td style=3D"width:15.48%; padding:0pt 3= .5pt; vertical-align:middle; background-color:#ffffff">8</td><td style=3D"width:16.72%; padding:0pt 3.5pt; ver= tical-align:middle; background-color:#ffffff">= 12</td><td style=3D"width:16.22%; padding:0pt 3.5pt; vertical-al= ign:middle; background-color:#ffffff">39,0=C2= =B11,2</td><td style=3D"width:16.44%; padding:0pt 3.5pt; vertica= l-align:middle; background-color:#ffffff">1,46= =C2=B10,2</td><td style=3D"width:17.84%; padding:0pt 3.5pt; vert= ical-align:middle; background-color:#ffffff">2= 0,8=C2=B10,8</td></tr><tr style=3D"height:16.45pt"><td style=3D"= width:17.28%; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertic= al-align:middle; background-color:#ffffff">Tot= al</td><td style=3D"width:15.48%; border-bottom:0.75pt solid #00= 0000; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff"><= p style=3D"margin-top:0pt; margin-bottom:0pt; text-indent:0pt; line-height:= 150%; font-size:11pt">20</td><td style=3D"width:16.72%; bo= rder-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle;= background-color:#ffffff">12</td><= td style=3D"width:16.22%; border-bottom:0.75pt solid #000000; padding:0pt 3= .5pt; vertical-align:middle; background-color:#ffffff">40,5=C2=B10,6</td><td style=3D"width:16.44%; border-bot= tom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; backgro= und-color:#ffffff">1,47=C2=B10,7</t= d><td style=3D"width:17.84%; border-bottom:0.75pt solid #000000; padding:0p= t 3.5pt; vertical-align:middle; background-color:#ffffff">20,5=C2=B10,3</td></tr></table> 3.1.</sp= an> Dise=C3=B1o de la= propuesta de actividades propioceptivas en el desarrollo del equilibrio y = coordinaci=C3=B3n en ni=C3=B1os con discapacidad visual en las clases de ed= ucaci=C3=B3n f=C3=ADsicaObjetivo: mejorar el equilibrio y coordinaci=C3=B3n en ni=C3= =B1os con discapacidad visual en las clases de educaci=C3=B3n f=C3=ADsica.<= /span>3.1.1. &= #xa0; Fundamentaci=C3=B3n de la pr= opuestaLa propuesta se basa en fundamentos neurofi= siol=C3=B3gicos y pedag=C3=B3gicos que respaldan la efectividad de las acti= vidades propioceptivas como medio para fortalecer el equilibrio y la coordi= naci=C3=B3n en personas con discapacidad visual. La literatura cient=C3=ADf= ica indica que el sistema propioceptivo cumple un papel esencial en el desa= rrollo del control postural, la estabilidad y la conciencia corporal, parti= cularmente en personas con ausencia de visi=C3=B3n, ya que este sistema sus= tituye parcialmente la retroalimentaci=C3=B3n que normalmente se obtiene de= l entorno visual (Espinosa-= Cevallos, 2023).Diversos estudios dem= ostraron que las intervenciones estructuradas basadas en estimulaci=C3=B3n = propioceptiva producen mejoras significativas en la estabilidad din=C3=A1mi= ca y el control del cuerpo en ni=C3=B1os ciegos. Por ejemplo Sailema et al. (2023) afirma= n que el entrenamiento propioceptivo sistem=C3=A1tico, mediante el uso de s= uperficies inestables, desplazamientos guiados y juegos de coordinaci=C3=B3= n, genera progresos sustanciales en la motricidad gruesa, especialmente cua= ndo se implementa de forma progresiva y multisensorial. Adem=C3=A1s se comp= rob=C3=B3 que el uso de materiales adaptados auditivos y t=C3=A1ctiles, com= o pelotas sonoras, cuerdas de gu=C3=ADa o texturas diferenciadas, contribuy= e a mejorar la orientaci=C3=B3n espacial y la respuesta motora en entornos = no visuales (Ochoa<s= pan> & Morales, 2023).En cuanto al enfoque met= odol=C3=B3gico, el uso de estrategias de ense=C3=B1anza directa combinadas = con exploraci=C3=B3n corporal guiada mostro ser altamente eficaz en context= os de educaci=C3=B3n f=C3=ADsica inclusiva. Seg=C3=BAn Eir=C3=ADn et al. (2024) los ni= =C3=B1os con discapacidad visual requieren apoyos verbales constantes, refe= rencias f=C3=ADsicas y un entorno seguro para explorar el movimiento con co= nfianza. La estructura de la intervenci=C3=B3n planteada responde a estos p= rincipios, garantizando la accesibilidad de las actividades y el respeto po= r los ritmos individuales de aprendizaje. Por tanto esta propuesta se encue= ntra s=C3=B3lidamente fundamentada en el marco de la educaci=C3=B3n f=C3=AD= sica adaptada contempor=C3=A1nea, alineada con los enfoques pedag=C3=B3gico= s inclusivos y las evidencias neurocient=C3=ADficas que promueven el desarr= ollo integral de los estudiantes con discapacidad visual.La propuesta de intervenci=C3=B3n est=C3=A1 dise=C3=B1ada para ser a= plicada en un periodo de 8 semanas, en el marco de las clases de educaci=C3= =B3n f=C3=ADsica adaptada con una frecuencia de 2 sesiones semanales de apr= oximadamente 45 minutos cada una. Las actividades fueron cuidadosamente sel= eccionadas y adaptadas para estudiantes con discapacidad visual total, aseg= urando que todos los est=C3=ADmulos se orienten al desarrollo de la propioc= epci=C3=B3n, el equilibrio y la coordinaci=C3=B3n a trav=C3=A9s de la estim= ulaci=C3=B3n t=C3=A1ctil, auditiva y kinest=C3=A9sica (Tabla 3). Esta intervenci=C3=B3n tiene c= omo objetivo mejorar el control postural, la orientaci=C3=B3n espacial y la= fluidez de movimiento, promoviendo una mayor autonom=C3=ADa motriz en los = participantes.Tabla 3Dise=C3=B1o resumen de actividades propioceptivas utilizadas = en el estudio<table style=3D"width:100%; margin-top:0pt; margin-= bottom:0pt; padding:0pt; border-collapse:collapse"><tr style=3D"height:29.1= 5pt"><td style=3D"width:4.02%; border-top:0.75pt solid #000000; border-bott= om:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; backgrou= nd-color:#ffffff">N.=C2=BA</td><td = style=3D"width:22.1%; border-top:0.75pt solid #000000; border-bottom:0.75pt= solid #000000; padding:0pt 3.5pt; vertical-align:middle; background-color:= #ffffff">Actividad</td><td style=3D= "width:16.92%; border-top:0.75pt solid #000000; border-bottom:0.75pt solid = #000000; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff= ">Objetivo</td><td style=3D"width:1= 1%; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; pa= dding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">Duraci=C3=B3n</td><td style=3D"width:15.56%= ; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padd= ing:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">Material</td><td style=3D"width:7.58%; border-= top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3= .5pt; vertical-align:middle; background-color:#ffffff">Pausa</td><td style=3D"width:22.84%; border-top:0.75pt = solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; verti= cal-align:middle; background-color:#ffffff">Su= gerencia metodol=C3=B3gica</td></tr><tr style=3D"height:43.75pt"= ><td style=3D"width:4.02%; padding:0pt 3.5pt; vertical-align:middle; backgr= ound-color:#ffffff">1<= /p></td><td style=3D"width:22.1%; padding:0pt 3.5pt; vertical-align:middle;= background-color:#ffffff">Ca= minar sobre l=C3=ADnea con cuerda gu=C3=ADa</td><td style=3D"wid= th:16.92%; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffff= ff">Estimular el equilibrio e= st=C3=A1tico y la orientaci=C3=B3n</td><td style=3D"width:11%; p= adding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">5 min</td><td style=3D"wid= th:15.56%; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffff= ff">Cuerda gruesa pegada al s= uelo</td><td style=3D"width:7.58%; padding:0pt 3.5pt; vertical-a= lign:middle; background-color:#ffffff">1 min</td><td style=3D"width:22.84%; padding:0pt 3.5pt= ; vertical-align:middle; background-color:#ffffff">Gu=C3=ADa verbal precisa y acompa=C3=B1amiento al ini= cio</td></tr><tr style=3D"height:43.75pt"><td style=3D"width:4.0= 2%; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">2</td><td style=3D"wi= dth:22.1%; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffff= ff">Postura en un pie sobre c= olchoneta</td><td style=3D"width:16.92%; padding:0pt 3.5pt; vert= ical-align:middle; background-color:#ffffff">Mejorar el equilibrio monopodal</td><td style=3D= "width:11%; padding:0pt 3.5pt; vertical-align:middle; background-color:#fff= fff">4 min</td><td= style=3D"width:15.56%; padding:0pt 3.5pt; vertical-align:middle; backgroun= d-color:#ffffff">Colchoneta o= espuma</td><td style=3D"width:7.58%; padding:0pt 3.5pt; vertica= l-align:middle; background-color:#ffffff">1 min</td><td style=3D"width:22.84%; padding:0pt 3.= 5pt; vertical-align:middle; background-color:#ffffff">Progresar con ambos pies; asistencia inicial si es= necesario</td></tr><tr style=3D"height:43.75pt"><td style=3D"wi= dth:4.02%; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffff= ff">3</td><td styl= e=3D"width:22.1%; padding:0pt 3.5pt; vertical-align:middle; background-colo= r:#ffffff">Pasar de sentado a= bipedestaci=C3=B3n con ojos cerrados</td><td style=3D"width:16.= 92%; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff"><p= style=3D"margin-top:0pt; margin-bottom:0pt; text-indent:0pt; text-align:le= ft; line-height:115%; font-size:10pt">Activar control postural y prop= ioceptivo</td><td style=3D"width:11%; padding:0pt 3.5pt; vertica= l-align:middle; background-color:#ffffff">5 min</td><td style=3D"width:15.56%; padding:0pt 3.= 5pt; vertical-align:middle; background-color:#ffffff">Ninguno</td><td style=3D"width:7.58%; p= adding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">1 min</td><td style=3D"wid= th:22.84%; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffff= ff">Retroalimentar con contac= to suave o auditivo</td></tr><tr style=3D"height:58.35pt"><td st= yle=3D"width:4.02%; padding:0pt 3.5pt; vertical-align:middle; background-co= lor:#ffffff">4</td= ><td style=3D"width:22.1%; padding:0pt 3.5pt; vertical-align:middle; backgr= ound-color:#ffffff">Marcha so= bre superficies con texturas</td><td style=3D"width:16.92%; padd= ing:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">Estimular la planta del pie y orientaci= =C3=B3n espacial</td><td style=3D"width:11%; padding:0pt 3.5pt; = vertical-align:middle; background-color:#ffffff">6 min</td><td style=3D"width:15.56%; padding= :0pt 3.5pt; vertical-align:middle; background-color:#ffffff">Alfombras, arena, espuma</td><td= style=3D"width:7.58%; padding:0pt 3.5pt; vertical-align:middle; background= -color:#ffffff">2 min<= /p></td><td style=3D"width:22.84%; padding:0pt 3.5pt; vertical-align:middle= ; background-color:#ffffff">I= dentificaci=C3=B3n verbal de textura previa</td></tr><tr style= =3D"height:43.75pt"><td style=3D"width:4.02%; padding:0pt 3.5pt; vertical-a= lign:middle; background-color:#ffffff">5</td><td style=3D"width:22.1%; padding:0pt 3.5pt; ver= tical-align:middle; background-color:#ffffff">Juego de empuje-resistencia en parejas</td><td = style=3D"width:16.92%; padding:0pt 3.5pt; vertical-align:middle; background= -color:#ffffff">Fortalecer es= tabilidad corporal</td><td style=3D"width:11%; padding:0pt 3.5pt= ; vertical-align:middle; background-color:#ffffff">6 min</td><td style=3D"width:15.56%; paddi= ng:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">Ninguno</td><td style=3D"width= :7.58%; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff"= >2 min</td><td sty= le=3D"width:22.84%; padding:0pt 3.5pt; vertical-align:middle; background-co= lor:#ffffff">Supervisi=C3=B3n= continua y retroalimentaci=C3=B3n inmediata</td></tr><tr style= =3D"height:43.75pt"><td style=3D"width:4.02%; padding:0pt 3.5pt; vertical-a= lign:middle; background-color:#ffffff">6</td><td style=3D"width:22.1%; padding:0pt 3.5pt; ver= tical-align:middle; background-color:#ffffff">Lanzamiento y recepci=C3=B3n de pelota sonora</= td><td style=3D"width:16.92%; padding:0pt 3.5pt; vertical-align:middle; bac= kground-color:#ffffff">Coordi= nar tiempo-espacio mediante el sonido</td><td style=3D"width:11%= ; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">5 min</td><td style=3D"= width:15.56%; padding:0pt 3.5pt; vertical-align:middle; background-color:#f= fffff">Pelota sonora</= p></td><td style=3D"width:7.58%; padding:0pt 3.5pt; vertical-align:middle; = background-color:#ffffff">1 m= in</td><td style=3D"width:22.84%; padding:0pt 3.5pt; vertical-al= ign:middle; background-color:#ffffff">Iniciar a corta distancia e ir ampliando</td></tr><tr s= tyle=3D"height:43.75pt"><td style=3D"width:4.02%; padding:0pt 3.5pt; vertic= al-align:middle; background-color:#ffffff">7</td><td style=3D"width:22.1%; padding:0pt 3.5pt;= vertical-align:middle; background-color:#ffffff">Desplazamiento en zigzag con gu=C3=ADa auditiva= </td><td style=3D"width:16.92%; padding:0pt 3.5pt; vertical-align:middl= e; background-color:#ffffff">= Mejorar equilibrio din=C3=A1mico y respuesta motriz</td><td styl= e=3D"width:11%; padding:0pt 3.5pt; vertical-align:middle; background-color:= #ffffff">6 min</td= ><td style=3D"width:15.56%; padding:0pt 3.5pt; vertical-align:middle; backg= round-color:#ffffff">Gu=C3=AD= a sonora (campana, palmadas)</td><td style=3D"width:7.58%; paddi= ng:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">1 min</td><td style=3D"width:2= 2.84%; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">= Posicionar est=C3=ADmulo audi= tivo claro y constante</td></tr><tr style=3D"height:58.35pt"><td= style=3D"width:4.02%; border-bottom:0.75pt solid #000000; padding:0pt 3.5p= t; vertical-align:middle; background-color:#ffffff">8</td><td style=3D"width:22.1%; border-bo= ttom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; backgr= ound-color:#ffffff">Coordinac= i=C3=B3n cruzada con bandas el=C3=A1sticas (mano-pierna contraria)</= p></td><td style=3D"width:16.92%; border-bottom:0.75pt solid #000000; paddi= ng:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">Fomentar disociaci=C3=B3n y coordinaci=C3= =B3n segmentaria</td><td style=3D"width:11%; border-bottom:0.75p= t solid #000000; padding:0pt 3.5pt; vertical-align:middle; background-color= :#ffffff">5 min</t= d><td style=3D"width:15.56%; border-bottom:0.75pt solid #000000; padding:0p= t 3.5pt; vertical-align:middle; background-color:#ffffff">Bandas el=C3=A1sticas</td><td style= =3D"width:7.58%; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; ver= tical-align:middle; background-color:#ffffff">1 min</td><td style=3D"width:22.84%; border-bot= tom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; backgro= und-color:#ffffff">Explicar c= on apoyo t=C3=A1ctil y demostrar con acompa=C3=B1amiento</td></t= r></table>Nota. </= span>Estructura de actividades insertadas en el bloque curricular de = juegos.El programa se organiza en 8 semanas con do= s sesiones semanales, en total 16 sesiones de trabajo. Cada semana se aplic= an las mismas actividades en ambas sesiones para favorecer la repetici=C3= =B3n, la consolidaci=C3=B3n motriz y la adaptaci=C3=B3n progresiva. Las act= ividades no se desarrollan todas en una misma clase, sino que se distribuye= n en bloques de 3 a 4 ejercicios por sesi=C3=B3n, iniciando con din=C3=A1mi= cas m=C3=A1s simples de equilibrio est=C3=A1tico y avanzando gradualmente h= acia tareas de coordinaci=C3=B3n y desplazamiento. Dentro de la clase, esta= s se incluyen despu=C3=A9s del calentamiento general, constituyendo la fase= principal del trabajo. La pausa entre actividades es breve, con el fin de = mantener la atenci=C3=B3n y la continuidad del proceso. Se busca alternar e= jercicios de control postural con din=C3=A1micas m=C3=A1s l=C3=BAdicas para= mantener la motivaci=C3=B3n. Al finalizar, se realiza una vuelta a la calm= a para evitar fatiga muscular. La efectividad del sistema ser=C3=A1 evaluad= a mediante test estandarizados que permitir=C3=A1n valorar los progresos al= canzados en equilibrio, orientaci=C3=B3n y coordinaci=C3=B3n.3.2.= An=C3=A1lisis= test de equilibrio Flamingo El presente an=C3=A1l= isis estad=C3=ADstico corresponde a un grupo de 20 estudiantes con discapac= idad visual, quienes participaron en una intervenci=C3=B3n de 8 semanas bas= ada en actividades propioceptivas enfocadas en el equilibrio y la coordinac= i=C3=B3n. El objetivo fue evaluar la eficacia de dicho programa midiendo la= cantidad de desequilibrios en un periodo de 60 segundos, tanto antes como = despu=C3=A9s de la intervenci=C3=B3n. En el grupo total, se observ=C3=B3 un= a disminuci=C3=B3n promedio de desequilibrios de 10,0 (=C2=B12.2) en el pre= test a 7,9 (=C2=B11.6) en el post test, lo cual representa una mejora gener= al del 21,4%, indicando un impacto positivo del programa.Al analizar por g=C3=A9nero, se evidencia que los varones (n=3D12) m= ostraron una mejora m=C3=A1s significativa, reduciendo sus desequilibrios d= e 9,8 (=C2=B12.1) a 7,1 (=C2=B11.7), lo que representa una mejora del 27,60= %. Por su parte, las mujeres (n=3D8) tambi=C3=A9n mostraron una mejora, aun= que m=C3=A1s moderada: pasaron de 10,2 (=C2=B12.3) a 8,8 (=C2=B11.5), equiv= alente a una mejora del 13,70% (Tab= la 4). Estas diferencias podr=C3=ADan atribuirse a variaciones= individuales en el desarrollo motor, la respuesta adaptativa al est=C3=ADm= ulo propioceptivo, o a factores como el nivel inicial de coordinaci=C3=B3n = o experiencia previa con este tipo de ejercicios.E= n t=C3=A9rminos estad=C3=ADsticos descriptivos, se evidencia una tendencia = general de disminuci=C3=B3n de los desequilibrios en ambos g=C3=A9neros tra= s la intervenci=C3=B3n. La reducci=C3=B3n en la desviaci=C3=B3n est=C3=A1nd= ar en el post test en ambos grupos sugiere una mayor homogeneidad en los re= sultados tras la aplicaci=C3=B3n del programa, lo que refuerza su efectivid= ad. Estos hallazgos respaldan la utilizaci=C3=B3n de actividades propiocept= ivas estructuradas como una estrategia pertinente para mejorar el control p= ostural y la estabilidad en estudiantes con discapacidad visual, contribuye= ndo a su desarrollo motor y autonom=C3=ADa funcional.Tabla 4Resultados test Flamin= go<table style=3D"width:100%; margin-top:0pt; margin-bottom:0pt;= padding:0pt; border-collapse:collapse"><tr style=3D"height:45.55pt"><td st= yle=3D"width:17.9%; border-top:0.75pt solid #000000; border-bottom:0.75pt s= olid #000000; padding:0pt 3.5pt; vertical-align:middle; background-color:#f= fffff">G=C3=A9nero</td><td style=3D= "width:15.38%; border-top:0.75pt solid #000000; border-bottom:0.75pt solid = #000000; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff= ">N</td><td style=3D"width:24.54%; = border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; paddin= g:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">Pretest (desequilibrios / 60s)M</td><td style=3D"width:24.54%; border-top:0.75pt so= lid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertica= l-align:middle; background-color:#ffffff">Post= Test (desequilibrios / 60s)M</span= ></td><td style=3D"width:17.62%; border-top:0.75pt solid #000000; borde= r-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; ba= ckground-color:#ffffff">Mejora (%)<= /td></tr><tr style=3D"height:15.15pt"><td style=3D"width:17.9%; padding:0pt= 3.5pt; vertical-align:middle; background-color:#ffffff">Varones</td><td style=3D"width:15.38%; padding:0pt 3.= 5pt; vertical-align:middle; background-color:#ffffff">12</td><td style=3D"width:24.54%; padding:0pt 3.5pt; ver= tical-align:middle; background-color:#ffffff">= 9,8 =C2=B12.1</td><td style=3D"width:24.54%; padding:0pt 3.5pt; = vertical-align:middle; background-color:#ffffff"><sp= an>7,1 =C2=B11.7</td><td style=3D"width:17.62%; padding:0pt 3.5p= t; vertical-align:middle; background-color:#ffffff">= 27,60%</td></tr><tr style=3D"height:15.15pt"><td style=3D"= width:17.9%; padding:0pt 3.5pt; vertical-align:middle; background-color:#ff= ffff">Mujeres</td><td style=3D"widt= h:15.38%; padding:0pt 3.5pt; vertical-align:middle; background-color:#fffff= f">8</td><td style=3D"width:24.54%;= padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">10,2 =C2=B12.3</td><td style=3D"width:24.= 54%; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff"><p= style=3D"margin-top:0pt; margin-bottom:0pt; text-indent:0pt; line-height:1= 50%; font-size:10pt">8,8 =C2=B11.5</td><td style=3D"width:= 17.62%; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff"= >13,70%</td></tr><tr style=3D"heigh= t:15.15pt"><td style=3D"width:17.9%; border-bottom:0.75pt solid #000000; pa= dding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">Total</td><td style=3D"width:15.38%; border= -bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; bac= kground-color:#ffffff">20</td><td s= tyle=3D"width:24.54%; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt= ; vertical-align:middle; background-color:#ffffff"><= span>10,0=C2=B12.2</td><td style=3D"width:24.54%; border-bottom:= 0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; background-= color:#ffffff">7,9 =C2=B11.6</td><t= d style=3D"width:17.62%; border-bottom:0.75pt solid #000000; padding:0pt 3.= 5pt; vertical-align:middle; background-color:#ffffff">21,40%</td></tr></table>Nota. An=C3=A1lisis Descriptivo; Medi= a (M); Desviaci=C3=B3n Est=C3=A1ndar (=C2=B1).Medi= ante la aplicaci=C3=B3n de la prueba t de Student para muestras relacionada= s, se obtuvo un estad=C3=ADstico t =3D 24.37 con un valor p < 0.000. Est= e valor p es muy inferior al umbral com=C3=BAn de significancia (p =3D 0.05= ), lo que indica una alta confianza en valorar el equilibrio debido a la ad= ecuada intervenci=C3=B3n del dise=C3=B1o de actividades propioceptivas.</sp= an>= 3.3. An= =C3=A1lisis test adaptado KTK El an=C3=A1lisis est= ad=C3=ADstico descriptivo del test KTK adaptado revela mejoras significativ= as en el rendimiento motor de los ni=C3=B1os con discapacidad visual total,= especialmente en las tareas relacionadas con el equilibrio din=C3=A1mico. = En la subprueba de equilibrio hacia atr=C3=A1s, tanto varones como mujeres = mostraron incrementos notables en el n=C3=BAmero de repeticiones, siendo m= =C3=A1s pronunciado en los varones (31,3=E2=80=AF%) frente a las mujeres (2= 3,7=E2=80=AF%). La reducci=C3=B3n en la desviaci=C3=B3n est=C3=A1ndar en el= post test indica una mejora m=C3=A1s homog=C3=A9nea en el desempe=C3=B1o e= ntre los participantes, lo que sugiere que las actividades propioceptivas a= plicadas favorecieron el control postural y la estabilidad corporal de mane= ra efectiva.En cuanto a la subprueba de saltos lat= erales, que eval=C3=BAa la agilidad y coordinaci=C3=B3n r=C3=A1pida, se evi= denci=C3=B3 una mejora moderada. Los varones presentaron un incremento del = 11,0=E2=80=AF% y las mujeres del 7,2=E2=80=AF%, con un leve aumento en la d= ispersi=C3=B3n de los resultados en el post test, lo que refleja diferencia= s individuales en la adaptaci=C3=B3n a tareas de ritmo y velocidad. Esto po= dr=C3=ADa deberse a que estas habilidades requieren un mayor grado de proce= samiento motriz y respuesta r=C3=A1pida, lo que plantea la necesidad de un = entrenamiento m=C3=A1s espec=C3=ADfico en esta dimensi=C3=B3n para lograr m= ejoras m=C3=A1s sustanciales.La transportaci=C3=B3= n lateral de 3 metros mostr=C3=B3 progresos similares en ambos g=C3=A9neros= , con una mejora del 7,7=E2=80=AF% en varones y 5,8=E2=80=AF% en mujeres. E= sta subprueba, que exige disociaci=C3=B3n segmentaria y coordinaci=C3=B3n e= n desplazamiento, fue positivamente influenciada por el entrenamiento propi= oceptivo, como lo demuestra la disminuci=C3=B3n en la dispersi=C3=B3n en el= grupo masculino. Estos resultados destacan la importancia de incluir despl= azamientos guiados y actividades de orientaci=C3=B3n espacial para fortalec= er estas capacidades en contextos de discapacidad visual.Finalmente, el coeficiente motor general, que sintetiza el rendimien= to global en las subpruebas del KTK, mostr=C3=B3 una mejora del 16,7=E2=80= =AF%, reflejando un avance significativo en la motricidad gruesa de los par= ticipantes (Tabla 5). = La reducci=C3=B3n leve en la desviaci=C3=B3n est=C3=A1ndar en esta medida g= lobal sugiere que el programa de actividades propioceptivas no solo fue efe= ctivo, sino tambi=C3=A9n equitativo en sus resultados, beneficiando a la ma= yor=C3=ADa de los estudiantes sin grandes diferencias individuales. En conj= unto estos hallazgos respaldan la eficacia de una intervenci=C3=B3n motriz = estructurada y adaptada al contexto sensorial de ni=C3=B1os con discapacida= d visual, promoviendo su desarrollo f=C3=ADsico integral y autonom=C3=ADa f= uncional. Tabla 5Resultados Test KTK<table style=3D"width:100%; margin= -top:0pt; margin-bottom:0pt; padding:0pt; border-collapse:collapse"><tr sty= le=3D"height:43.2pt"><td style=3D"width:34.04%; border-top:0.75pt solid #00= 0000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align= :middle; background-color:#ffffff">Subprueba K= TK</td><td style=3D"width:13.2%; border-top:0.75pt solid #000000= ; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:mid= dle; background-color:#ffffff">G=C3=A9nero</sp= an></td><td style=3D"width:13.2%; border-top:0.75pt solid #000000; bord= er-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; b= ackground-color:#ffffff">n</td><td = style=3D"width:13.2%; border-top:0.75pt solid #000000; border-bottom:0.75pt= solid #000000; padding:0pt 3.5pt; vertical-align:middle; background-color:= #ffffff">M Pre test</p= ></td><td style=3D"width:13.2%; border-top:0.75pt solid #000000; border-bot= tom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; backgro= und-color:#ffffff">M Post tes= t</td><td style=3D"width:13.2%; border-top:0.75pt solid #000000;= border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:midd= le; background-color:#ffffff"><span= >Mejora (%)</td></tr><tr style=3D"height:15.6pt"><td rowspan=3D"= 2" style=3D"width:34.04%; padding:0pt 3.5pt; vertical-align:middle; backgro= und-color:#ffffff">Equilibrio hacia atr=C3=A1s= 10seg</td><td style=3D"width:13.2%; padding:0pt 3.5pt; vertical= -align:middle; background-color:#ffffff">Varon= es</td><td style=3D"width:13.2%; padding:0pt 3.5pt; vertical-ali= gn:middle; background-color:#ffffff">8<= /p></td><td style=3D"width:13.2%; padding:0pt 3.5pt; vertical-align:top; ba= ckground-color:#ffffff">15,6 =C2=B13,2<= /p></td><td style=3D"width:13.2%; padding:0pt 3.5pt; vertical-align:top; ba= ckground-color:#ffffff">22,7 =C2=B11,8<= /p></td><td style=3D"width:13.2%; padding:0pt 3.5pt; vertical-align:middle;= background-color:#ffffff">31,3</td= ></tr><tr style=3D"height:15.6pt"><td style=3D"width:13.2%; border-bottom:0= .75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; background-c= olor:#ffffff">Mujeres</td><td style= =3D"width:13.2%; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; ver= tical-align:middle; background-color:#ffffff">= 12</td><td style=3D"width:13.2%; border-bottom:0.75pt solid #000= 000; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff"><p= style=3D"margin-top:0pt; margin-bottom:0pt; text-indent:0pt; line-height:1= 50%; font-size:10pt">16,4 =C2=B12,1</td><td style=3D"width= :13.2%; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-ali= gn:middle; background-color:#ffffff">21,5 =C2= =B11,4</td><td style=3D"width:13.2%; border-bottom:0.75pt solid = #000000; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff= ">23,7</td></tr><tr style=3D"height= :15.6pt"><td rowspan=3D"2" style=3D"width:34.04%; padding:0pt 3.5pt; vertic= al-align:middle; background-color:#ffffff">Sal= tos laterales 10 intentos</td><td style=3D"width:13.2%; padding:= 0pt 3.5pt; vertical-align:middle; background-color:#ffffff">Varones</td><td style=3D"width:13.2%; padding:0pt = 3.5pt; vertical-align:middle; background-color:#ffffff">8</td><td style=3D"width:13.2%; padding:0pt 3.5pt; ver= tical-align:middle; background-color:#ffffff">= 23,5 =C2=B11,6</td><td style=3D"width:13.2%; padding:0pt 3.5pt; = vertical-align:middle; background-color:#ffffff"><sp= an>26,4 =C2=B11,9</td><td style=3D"width:13.2%; padding:0pt 3.5p= t; vertical-align:middle; background-color:#ffffff">= 11,0</td></tr><tr style=3D"height:15.6pt"><td style=3D"wid= th:13.2%; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-a= lign:middle; background-color:#ffffff">Mujeres= </td><td style=3D"width:13.2%; border-bottom:0.75pt solid #00000= 0; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">12</td><td style=3D"width:13.2%; border= -bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; bac= kground-color:#ffffff">24,6 =C2=B11,2</= p></td><td style=3D"width:13.2%; border-bottom:0.75pt solid #000000; paddin= g:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">26,5 =C2=B11,9</td><td style=3D"width:13.2%; bor= der-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; = background-color:#ffffff">7,2</td><= /tr><tr style=3D"height:15.6pt"><td rowspan=3D"2" style=3D"width:34.04%; pa= dding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">Transportaci=C3=B3n lateral 3m</td><td styl= e=3D"width:13.2%; padding:0pt 3.5pt; vertical-align:middle; background-colo= r:#ffffff">Varones</td><td style=3D= "width:13.2%; padding:0pt 3.5pt; vertical-align:middle; background-color:#f= fffff">8</td><td style=3D"width:13.= 2%; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">26,5 =C2=B12,3</td><td style=3D"width:= 13.2%; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">= 28,7 =C2=B11,4</td><td style=3D"wid= th:13.2%; padding:0pt 3.5pt; vertical-align:middle; background-color:#fffff= f">7,7</td></tr><tr style=3D"height= :15.6pt"><td style=3D"width:13.2%; border-bottom:0.75pt solid #000000; padd= ing:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">Mujeres</td><td style=3D"width:13.2%; border-b= ottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; backg= round-color:#ffffff">12</td><td sty= le=3D"width:13.2%; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; v= ertical-align:middle; background-color:#ffffff"><spa= n>27,7 =C2=B12,4</td><td style=3D"width:13.2%; border-bottom:0.7= 5pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; background-col= or:#ffffff">29,4 =C2=B12,2</td><td = style=3D"width:13.2%; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt= ; vertical-align:middle; background-color:#ffffff"><= span>5,8</td></tr><tr style=3D"height:15.6pt"><td style=3D"width= :34.04%; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-al= ign:middle; background-color:#ffffff">Coeficie= nte motor general</td><td style=3D"width:13.2%; border-bottom:0.= 75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle; background-co= lor:#ffffff">Total</td><td style=3D= "width:13.2%; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertic= al-align:middle; background-color:#ffffff">20<= /span></td><td style=3D"width:13.2%; border-bottom:0.75pt solid #000000= ; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff">21,3 =C2=B12.1</td><td style=3D"width:13= .2%; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:= middle; background-color:#ffffff">25,5 =C2=B11= ,9</td><td style=3D"width:13.2%; border-bottom:0.75pt solid #000= 000; padding:0pt 3.5pt; vertical-align:middle; background-color:#ffffff"><p= style=3D"margin-top:0pt; margin-bottom:0pt; text-indent:0pt; line-height:1= 50%; font-size:10pt">16,7</td></tr></table>Nota. An=C3=A1lisis = Descriptivo; Media (M); Desviaci=C3=B3n Est=C3=A1ndar (=C2=B1).<= p style=3D"margin-top:0pt; margin-bottom:10pt; text-indent:0pt; line-height= :115%">Al aplicar la prueba t de Student para muestras relacionadas a= los datos obtenidos en las subpruebas del KTK (equilibrio hacia atr=C3=A1s= , saltos laterales, transportaci=C3=B3n lateral y el coeficiente motor gene= ral), se evidencia una mejora estad=C3=ADsticamente significativa en el des= empe=C3=B1o motor de los estudiantes con discapacidad visual despu=C3=A9s d= e la intervenci=C3=B3n. En cada subprueba, tanto varones como mujeres prese= ntaron incrementos notables en sus promedios, siendo m=C3=A1s pronunciados = en "Equilibrio hacia atr=C3=A1s", especialmente en los varones (31,3%). La = mejora general del coeficiente motor (de 21,3 =C2=B12,1 a 25,5 =C2=B11,9) r= efleja un aumento del 16,7%, lo cual, considerando las desviaciones est=C3= =A1ndar y los tama=C3=B1os de muestra, indica una diferencia significativa = (p < 0,05). Esto sugiere que la intervenci=C3=B3n basada en actividades = propioceptivas tuvo un impacto positivo y medible en el desarrollo de las h= abilidades motrices de los participantes.4. Discusi=C3=B3n En cuanto = al estado inicial de atenci=C3=B3n de los ni=C3=B1os del grado tercero, se = pudo evidenciar que sus niveles de maduraci=C3=B3n atencional, como las hab= ilidades motoras visoespaciales y la atenci=C3=B3n sostenida, la flexibilid= ad mental, la atenci=C3=B3n dividida, la precisi=C3=B3n de procesamiento y = el control inhibitorio, se encontraban en niveles bajos. Es posible que est= e resultado se deba a factores netamente madurativos, es decir, que los ni= =C3=B1os, a partir de los 9 a=C3=B1os se encuentran en plena consolidaci=C3= =B3n de la atenci=C3=B3n, o se deba tambi=C3=A9n a asuntos m=C3=A1s de est= =C3=ADmulo motor y su v=C3=ADnculo con el procesamiento sensorial, que opti= miza la recepci=C3=B3n de la informaci=C3=B3n y, por ende, el aprendizaje.<= /span>Los resultados obtenidos en esta investigaci=C3=B3n= confirman que la implementaci=C3=B3n de un programa estructurado de activi= dades propioceptivas adaptadas tiene un impacto positivo y significativo en= el desarrollo del equilibrio y la coordinaci=C3=B3n motriz en ni=C3=B1os c= on discapacidad visual en edad escolar. La disminuci=C3=B3n del 21,4=E2=80= =AF% en los desequilibrios registrados mediante el test de Flamingo, as=C3= =AD como la mejora del 16,7=E2=80=AF% en el coeficiente motor general evalu= ado a trav=C3=A9s del test KTK, respaldan emp=C3=ADricamente la efectividad= del enfoque aplicado, los resultados. Estos hallazgos coinciden con lo se= =C3=B1alado por autores como Espinosa-Cevallos (2023) quien sostiene que los ejercicios d= e estimulaci=C3=B3n propioceptiva cuando se aplican de forma sistem=C3=A1ti= ca y multisensorial favorecen significativamente el control postural en pob= laciones con ceguera cong=C3=A9nita.El dise=C3=B1o= de actividades propioceptivas en este estudio integr=C3=B3 elementos t=C3= =A1ctiles, auditivos y kinest=C3=A9sicos que contribuyeron a suplir la ause= ncia del canal visual, permitiendo a los participantes desarrollar estrateg= ias de compensaci=C3=B3n motriz. Esta metodolog=C3=ADa es coherente con lo = propuesto por Calu=C3=B1a</= span> (2024) quien destaca la importancia del entorno sensorial enriq= uecido para fomentar la organizaci=C3=B3n neuromuscular en ni=C3=B1os con d= iscapacidad visual. Adem=C3=A1s, el aumento significativo en el equilibrio = din=C3=A1mico con mejoras del 31,3=E2=80=AF% y 23,7=E2=80=AF% en varones y = mujeres respectivamente, lo que sugiere que las tareas motoras orientadas a= la retroalimentaci=C3=B3n corporal continua son clave en el fortalecimient= o de habilidades motrices gruesas.La mejora menos = pronunciada en las subpruebas de saltos laterales y transportaci=C3=B3n pod= r=C3=ADa explicarse por la complejidad biomec=C3=A1nica y el mayor requerim= iento de velocidad (Calu=C3= =B1a, 2024), coordinaci=C3=B3n inter segmentaria y orientaci= =C3=B3n espacial r=C3=A1pida, al respecto Sanz (2022) afirma los ni=C3=B1os con discapaci= dad visual pueden presentar retrasos en tareas que demandan respuestas motr= ices r=C3=A1pidas, debido a la menor integraci=C3=B3n multisensorial en tie= mpo real. Por tanto, se reconoce la necesidad de mantener un equilibrio met= odol=C3=B3gico entre actividades de control postural y aquellas que fomente= n la agilidad y la velocidad de reacci=C3=B3n.Desd= e una perspectiva pedag=C3=B3gica, este estudio aporta evidencia concreta s= obre la viabilidad de incluir actividades propioceptivas dentro del curr=C3= =ADculo de Educaci=C3=B3n F=C3=ADsica en entornos inclusivos. La estrategia= metodol=C3=B3gica utilizada, basada en instrucci=C3=B3n directa, gu=C3=ADa= corporal y retroalimentaci=C3=B3n multisensorial, permiti=C3=B3 un aprendi= zaje seguro y significativo. Seg=C3=BAn Garc=C3=ADa et al. (2021) el acompa=C3=B1amiento = verbal constante y el uso de apoyos f=C3=ADsicos adecuados son factores det= erminantes en el =C3=A9xito de la ense=C3=B1anza motriz en estudiantes con = discapacidad visual. En este contexto, la formaci=C3=B3n docente en estrate= gias inclusivas se vuelve esencial para replicar experiencias educativas ef= ectivas como la aqu=C3=AD descrita.La investigaci= =C3=B3n no solo evidencia mejoras motrices, sino que tambi=C3=A9n promueve = una reflexi=C3=B3n sobre la equidad en el acceso al movimiento y la partici= paci=C3=B3n plena de estudiantes con discapacidad visual en la escuela. Se = coincide con Mart=C3=ADnez<= /span> et al. (2023) al se=C3=B1alar que una educaci=C3=B3n f=C3=ADsi= ca inclusiva y adaptada debe priorizar el desarrollo de la autonom=C3=ADa m= otriz como un derecho educativo fundamental. Adem=C3=A1s estudios como el d= e Mejia & = Zald=C3=ADvar (2021) refuerzan la idea de que el sistema propioceptivo pued= e potenciarse con intervenciones bien dise=C3=B1adas, compensando parcialme= nte la ausencia de visi=C3=B3n y fortaleciendo la conciencia corporal. As= =C3=AD, esta propuesta se inscribe en un marco de innovaci=C3=B3n educativa= sustentado tanto en la evidencia cient=C3=ADfica como en la responsabilida= d social hacia una educaci=C3=B3n de calidad para todos.5.= Conclusiones<ul style=3D"margin:0pt; padding-left:0pt"><li c= lass=3D"BodyText" style=3D"margin-right:5.95pt; margin-left:32.33pt; text-a= lign:justify; line-height:115%; padding-left:3.67pt; font-family:serif"><sp= an style=3D"font-family:'Times New Roman'">La educaci=C3=B3n f=C3=ADsica de= be ser un espacio apropiado para la participaci=C3=B3n y disfrute de todos = los estudiantes en las actividades motrices programadas independientemente = de sus necesidades educativas en un ambiente equitativo y solidario que pro= mueva el desarrollo integral e inclusi=C3=B3n de los estudiantes con discap= acidad visual u otra a la clase.</li><li class=3D"ListParagraph" sty= le=3D"margin:0pt 6pt 0pt 32.33pt; text-indent:0pt; line-height:115%; paddin= g-left:3.67pt; font-family:serif">La propuesta de Actividades propioceptivas en el desarrollo del equili= brio y coordinaci=C3=B3n en ni=C3=B1os con discapacidad visual en las clase= s de Educaci=C3=B3n F=C3=ADsica es una metodolog=C3=ADa adaptada para aplic= ar durante ocho semanas, se basa en actividades con el empleo de est=C3=ADm= ulos t=C3=A1ctiles, auditivos y kinest=C3=A9sicos, que compensan la ausenci= a de visi=C3=B3n y promueven una mayor conciencia corporal, ofreciendo</spa= n> </= span>un apoyo adecuado para superar= las barreras que limitan la= inclusi=C3=B3n</spa= n> </s= pan>dentro de la clase de<sp= an style=3D"font-family:'Times New Roman'; letter-spacing:-0.55pt"> = Educaci=C3=B3n F=C3=ADsica.<= /span> </li><li class= =3D"ListParagraph" style=3D"margin:0pt 6pt 0pt 32.33pt; text-indent:0pt; li= ne-height:115%; padding-left:3.67pt; font-family:serif">la aplicaci=C3=B3n de un programa de actividades= propioceptivas favoreci=C3=B3 significativamente el control postural y la = estabilidad de los estudiantes con discapacidad visual. La disminuci=C3=B3n= de los desequilibrios y la mejora en el rendimiento motor, especialmente e= n pruebas de equilibrio din=C3=A1mico, demuestran que este tipo de interven= ci=C3=B3n constituye una estrategia eficaz para potenciar la autonom=C3=ADa= funcional. Aunque las diferencias por g=C3=A9nero reflejan respuestas adap= tativas diversas, la tendencia indica que el entrenamiento propioceptivo co= ntribuye al desarrollo de la motricidad gruesa, consolidando as=C3=AD su pe= rtinencia como recurso pedag=C3=B3gico y terap=C3=A9utico en contextos incl= usivos.</li><li class=3D"ListParagraph" style=3D"margin:0pt 6pt 10pt= 32.33pt; text-indent:0pt; line-height:115%; padding-left:3.67pt; font-fami= ly:serif">La intervenci=C3=B3= n basada en actividades propioceptivas mostr=C3=B3 un impacto positivo en l= as capacidades motrices de los estudiantes con discapacidad visual, generan= do mejoras estad=C3=ADsticamente significativas tanto en equilibrio est=C3= =A1tico como din=C3=A1mico, as=C3=AD como en la coordinaci=C3=B3n global. L= a reducci=C3=B3n de la variabilidad entre los participantes tras el program= a confirma que se trata de una propuesta efectiva y homog=C3=A9nea en sus b= eneficios. Estos resultados respaldan la necesidad de incorporar programas = de estimulaci=C3=B3n propioceptiva en los procesos educativos y de rehabili= taci=C3=B3n, no solo para optimizar el rendimiento motor, sino tambi=C3=A9n= para fortalecer la autonom=C3=ADa y la calidad de vida de esta poblaci=C3= =B3n.</li></ul>6.<span= style=3D"width:9pt; font:7pt 'Times New Roman'; display:inline-block"> = 0; Conflict= o de interesesLos autores dec= laran que no existe conflicto de intereses en relaci=C3=B3n con el art=C3= =ADculo presentado.7.</sp= an> = Declaraci=C3=B3n de contribuci=C3=B3n de los autoresTodos autores contribuyeron significativamente en la= elaboraci=C3=B3n del art=C3=ADculo.<s= pan>8. Costos de financiamiento La presente investigaci=C3=B3n fue financiada en su totalidad = con fondos propios de los autores.<h1 style=3D"margin-top:0pt; m= argin-left:21.3pt; margin-bottom:10pt; text-indent:-18pt; text-align:left; = line-height:115%; font-size:12pt">9. &#= xa0; Referencias Bibliogr=C3=A1ficas</h1>Adeloye, O= ., Olatunji, M., Akindolie, O., Adeloye, R., & Tiamiyu, O. (2022). Eval= uation of human body balance: a review of clinical and simple field tests o= f balance. Brain and Neurological = Disorders. 5(1), 1-7. <a href=3D"https://www.researchga= te.net/publication/361570882" style=3D"text-decoration:none">https://www.researchgate.net/publication/361570882</a></= p>Alarc=C3=B3n</spa= n> Segura, K., Castelli Correia de Campos, L., Barrera Rosales, N., I= nostroza Mart=C3=ADnez, C., Fuentealba Fa=C3=BAndez, F., Riquelme Saldias, = =C3=81., Campos Campos, K., & Luarte Rocha, C. (2021). Desarrollo motor= en ni=C3=B1os de 5 a 12 a=C3=B1os con discapacidad visual. 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Ministerio de Educaci=C3=B3n fortalece la inclusi=C3=B3n educativa en Ecua= dor. <a href=3D"https://educacion.gob.ec/ministerio-de-= educacion-fortalece-la-inclusion-educativa-en-ecuador/" style=3D"text-decor= ation:none">https://educacion.gob.ec/ministerio-d= e-educacion-fortalece-la-inclusion-educativa-en-ecuador/</a>Ministerio de Salud P=C3=BAblica [MSP] &= ; Organizaci=C3=B3n de las Naciones Unidas para la Alimentaci=C3=B3n y la A= gricultura [FAO]. (2018). Documento t=C3=A9cnico de las Gu=C3=ADas Alimentarias Basadas en Alime= ntos (GABA) del Ecuador. <a href=3D"https://institucion= es.msp.gob.ec/images/Documentos/GABAS_Guias_Alimentarias_Ecuador_2018.pdf" = style=3D"text-decoration:none">https://institucio= nes.msp.gob.ec/images/Documentos/GABAS_Guias_Alimentarias_Ecuador_2018.pdf<= /span></a>Ochoa Ochoa,= P. A., & Morales Polo, S. M. (2023). Materiales multimediales inclusivos para la ense=C3=B1anza y aprend= izaje de tem=C3=A1ticas asociadas a n=C3=BAmeros y colores en estudiantes d= e b=C3=A1sica primaria con discapacidad auditiva [Tesis de pre= grado, Universidad de C=C3=B3rdoba, C=C3=B3rdoba, Colombia]. <a href=3D"https://repositorio.unicordoba= .edu.co/server/api/core/bitstreams/94215833-68fc-47e4-a633-60cb5e057978/con= tent" style=3D"text-decoration:none">https://repo= sitorio.unicordoba.edu.co/server/api/core/bitstreams/94215833-68fc-47e4-a63= 3-60cb5e057978/content</a>Organizaci=C3=B3n Mundial de la Salud [OMS].= (2006). Patrones de crecimiento i= nfantil de la OMS: longitud/talla para la edad, peso para la edad, peso par= a la longitud, peso para la talla e =C3=ADndice de masa corporal para la ed= ad: m=C3=A9todos y desarrollo. <a href=3D"https://www-who-int.transl= ate.goog/publications/i/item/924154693X?_x_tr_sl=3Den&_x_tr_tl=3Des&= ;_x_tr_hl=3Des&_x_tr_pto=3Dtc" style=3D"text-decoration:none">https://www-who-int.translate.goog/publications/</a= >Sailema= R=C3=ADos, A. D., Quintana Yugcha, J. A., Sailema R=C3=ADos, J. P., = & Sailema Torres, A. A. (2023). Actividades l=C3=BAdicas en el desarrol= lo propioceptivo en escolares de educaci=C3=B3n inicial. Revista Multidisciplinaria Desarrollo Agropecuario, = Tecnol=C3=B3gico, empresarial y Humanista, 5(3), 1-5. <= a href=3D"https://investigacion.utc.edu.ec/index.php/dateh/article/view/671= /896" style=3D"text-decoration:none">https://inve= stigacion.utc.edu.ec/index.php/dateh/article/view/671/896</a>Sanz Ruiz, C. (2022). = Propuesta de intervenci=C3=B3n educativa = en educaci=C3=B3n f=C3=ADsica sobre la carrera de velocidad a trav=C3=A9s d= el an=C3=A1lisis global de movimiento en el segundo ciclo de educaci=C3=B3n= primaria [Tesis de pregrado, Universidad de Valladolid, Palencia, Espa=C3=B1a]. </= span><a href=3D"https://uvadoc.uva.es/bitstream/handle/10324/57456/TFG-L339= 7.pdf?sequence=3D1" style=3D"text-decoration:none">https://uvadoc.uva.es/bitstream/handle/10324/57456/TFG-L3397.pdf?sequence= =3D1</a>= Velasco Coello, J. (2021). La integraci=C3=B3n sensorial en el aula de audici=C3=B3n y lenguaje.= A prop=C3=B3sito de un caso de TEA [Tesis de pregrado, Univer= sidad de Valladolid, Palencia, Espa=C3=B1a]. <a href=3D"https://uvad= oc.uva.es/bitstream/handle/10324/49317/TFG-G5049.pdf;jsessionid=3DE33F0EB21= CDFEFBBA307FC8D640E5870?sequence=3D1" style=3D"text-decoration:none">https://uvadoc.uva.es/bitstream/handle/10324/49317/TFG-= G5049.pdf;jsessionid=3DE33F0EB21CDFEFBBA307FC8D640E5870?sequence=3D1= </a>V=C3=A9lez-= Miranda, M. J., San Andr=C3=A9s Laz, E. M., & Pazmi=C3=B1o= -Campuzano, M. F. (2020). Inclusi=C3=B3n y su importancia en las institucio= nes educativas desde los mecanismos de integraci=C3=B3n del alumnado. </spa= n>Revista Arbitrada Interdisciplinaria Ko= inon=C3=ADa, 5= (9), 5=E2=80=9327. <a href=3D"https://doi.org/10.35381/r.k.v5i= 9.554" style=3D"text-decoration:none">https://doi= .org/10.35381/r.k.v5i9.554</a> = ; <span= > </p= > </sp= an> = 0; <s= pan> <p= style=3D"text-indent:0pt"> El art=C3=ADculo que se publica es de exclusiva responsabilidad d= e los autores y no necesariamente reflejan el pensamiento de la <spa= n style=3D"font-weight:bold">Revista Ciencia Digital. <img src=3D"data:image/jpeg;base64,/9j/4AAQSkZJRgABAQEAYABgAAD/2wBDAAEB= AQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQE= BAQEBAQH/2wBDAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQ= EBAQEBAQEBAQEBAQEBAQEBAQH/wAARCABhAN4DASIAAhEBAxEB/8QAHwAAAgICAwEBAQAAAAAAA= AAAAAoICQUHAgMGAQsE/8QAUhAAAAYBAwIDBAUHBQgTAAAAAQIDBAUGBwAIEQkSExQhChUxURYi= 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