TEACHING-LEARNING PROPOSAL FOR KAYAK INITIATION IN PARA CANOEING

A DESCRIPTIVE PROPOSITIONAL STUDY

Abstract

Para canoeing, a modality recently introduced to the Paralympic scene, lacks structured methodological references for the initiation of new athletes. Considering the frequent resource limitations regarding pedagogical processes in Para canoeing, this work specifically addresses the kayak vessel. The objective is to develop and present a pedagogical proposal for initiation into the modality, serving as a methodological guide for professionals and para-athletes, from the first contact to competition preparation. The methodology adopted is descriptive and propositional, featuring a progression of tasks from simple to complex. The proposal is grounded in the analysis of multiple domains of the teaching-learning process (human movement, multiple intelligences, psychological, philosophical, social, and health aspects), integrating references from Sport Pedagogy and Para-sport. As a result, a pedagogical progression stratified into five stages is presented: (1) Initial Guidelines: focused on aligning expectations and safety; (2) Person: featuring drills for paddling technique on land; (3) Person-Paddle: for familiarization with the implement; (4) Person-Kayak: for the development of proprioception and stability; and (5) Person-Paddle-Kayak: integrating all elements, with an emphasis on dynamic balance and vessel progression (from stable to competitive models). It is concluded that the proposal offers a structured didactic-pedagogical reference aimed at qualifying the initiation process in Para canoeing, contributing to a safer, inclusive, and more effective practice.