Contribuições da intervenção motora complementar à equoterapia : relato de experiência na perspectiva de uma acadêmica do curso de educação física

Abstract

Equine therapy is a therapeutic and educational practice that uses the three- dimensional movement of the horse to promote motor, cognitive, social, and emotional

stimulation in people with disabilities or specific needs. Among the most served populations are children and adolescents with Autism Spectrum Disorder (ASD) and Down Syndrome (DS), who commonly present challenges related to balance, coordination, motor planning, attention, and social interaction. In this context, the integration between psychomotor activities and equine therapy proves to be an effective strategy to enhance the overall development of these participants, expanding the benefits generated by the sessions performed on horseback. Objective: This work aimed to report my experience as a Physical Education student in offering a psychomotor intervention program complementary to equine therapy, developed with participants diagnosed with ASD and DS. Methodological procedures: This is an experience report linked to the extension program "Education, Inclusion and Quality of Life". The intervention took place over 12 weeks at the Equine Therapy Center of the Amazonas Military Police (PMAM), with eight participants aged between 4 and 14 years. The sessions, lasting an average of 25 minutes, were held after equine therapy practice and included activities of balance, locomotion, manipulation, and daily living skills. Data was collected through a field diary and a motor competence perception scale. Results: Significant progress was observed in motor skills, especially in static and dynamic balance, fine and gross motor coordination, and motor planning. There were also behavioral and socio-affective improvements, such as greater social interaction, better acceptance of rules, reduced insecurity, and increased autonomy in tasks. Participants who were initially resistant became more motivated, demonstrating greater confidence and willingness to try new movements. The intervention also fostered a stronger emotional bond with the team, strengthening participation and promoting the creation of a safe and welcoming environment. Final considerations: Complementary psychomotor intervention proved to be an effective resource for enriching the benefits of equine therapy, contributing to the motor, cognitive, and emotional development of children and adolescents with ASD and Down Syndrome. The experience provided essential learning for academic training, highlighting the importance of reflective practice, adaptation of activities, and sensitivity to individual particularities. The results reinforce that programs that integrate psychomotor skills and equine therapy promote inclusion, autonomy, and quality of life, in addition to strengthening the role of the Physical Education professional in therapeutic and educational contexts.