A contribuição da educação física no desenvolvimento psicomotor de crianças neurodivergentes

Abstract

The general objective of this study was to analyze the contribution of Physical Education to the psychomotor development of neurodivergent children, considering diagnoses such as ASD, ADHD, intellectual disability, and cerebral palsy. This research was conducted through a qualitative bibliographic review, using articles published between 2008 and 2025, retrieved from databases such as Google Scholar, SciELO, PubMed, CAPES Portal, and BVS, as well as four additional articles provided by the author. The methodology consisted of reading, selecting, analyzing, and synthesizing the studies to identify scientific evidence on the effects of motor practices on the development of these children. The results demonstrated that psychomotor activities, cooperative games, body expression, and adapted exercises significantly improve motor coordination, balance, nonverbal communication, socialization, autonomy, and self-esteem. The findings indicate that Physical Education is an essential tool for promoting inclusion, global development, and school participation. It is concluded that planned and adapted motor interventions enhance learning, functionality, and quality of life in neurodivergent children, reinforcing the importance of trained professionals and inclusive pedagogical practices.