Bagi Pak Achmad Nafarin, keterlibatannya dalam program Young Athletes menjadi pengalaman yang membuka pandangan baru tentang pendidikan inklusif. Saat program pertama kali dijalankan di sekolah, ia melihat antusiasme dari para siswa. Pendekatan bermain yang digunakan membuat anak-anak merasa senang sekaligus aman dalam melatih keterampilan motorik dasar. Interaksi antara siswa dengan dan tanpa disabilitas pun terjalin secara alami.
Di tahap awal pelaksanaan, tantangan utama yang dihadapi adalah penyesuaian fasilitas, peralatan, dan metode pengajaran yang sesuai dengan usia dan kemampuan siswa. Sebagai guru, Pak Achmad dituntut untuk menyederhanakan instruksi dengan bahasa yang mudah dipahami serta menggunakan alat peraga yang menarik perhatian anak.
“Sebagai guru, saya memerlukan kesiapan ekstra dalam menyederhanakan instruksi dengan Bahasa yang konkret, dan juga menyiapkan alat-alat peraga yang berwarna warni untuk menarik untuk anak,” tuturnya.
Ia mengaku, pengalaman pertama melatih anak-anak usia dini adalah tentang belajar bersabar, beradaptasi dengan kebutuhan unik setiap anak, dan menyadari bahwa bermain adalah cara belajar yang paling efektif khususnya bagi anak-anak usia dini tersebut.
Dalam membangun kedekatan dengan para atlet, ia tidak hanya berdiri sebagai pelatih, tetapi ikut bermain bersama anak-anak. Ia mengatakan, bahwa membuat anak merasa aman dan nyaman adalah kunci utama. Awalnya, Pak Achmad membiarkan anak melakukan observasi sebelum diajak bergabung dalam aktivitias kelompok. Ia mengemas latihan sebagai permainan, bukan kompetisi, sehingga anak tidak takut melakukan kesalahan serta memberikan instruksi tanpa tekanan dan yang tidak kalah penting adalah selalu memberikan senyuman dan dukungan verbal yang tenang jika anak merasa ragu mempraktekan gerakan.
Ia juga menambahkan, selama sesi latihan, ia mengajak para atlet dengan permainan imajinatif. Seperti jalan jinjit seperti raksasa atau lari zig zag menghindari rintangan di hutan dengan didukung dengan alat-alat seperti cone, hoolahoop, bola bertekstur, dan lain sebagainya.
Selama sesi latihan, penyesuaian juga dilakukan berdasarkan usia dan karakter atlet dengan cara penyederhanaan instruki dengan menggunakan satu atau dua kata perintah yang mudah dimengerti seperti “Lari!” atau “Berhenti!” untuk anak usia lebih muda sehingga memudahkan anak untuk memahami instruksi. Ia juga memodifikasi alat yang digunakan sesuai dengan genggaman dan kekuatan fisik atlet. Serta yang paling penting yaitu memberikan dukungan individual, memberikan bantuan langsung bagi anak yang kesulitan.
Seiring berjalannya sesi latihan, Pak Achmad mulai melihat perubahan nyata pada para atlet. Kepercayaan diri anak meningkat, koordinasi motorik menjadi lebih baik, dan fokus mereka dalam mengikuti instruksi semakin berkembang. Anak-anak juga mulai menunjukkan keterampilan sosial, seperti mengantre, berbagi alat, dan saling menyemangati. Antusiasme mereka terlihat jelas setiap kali jadwal latihan tiba.
Perubahan paling terlihat bagi Pak Achmad adalah melihat anak-anak yang sebelumnya pasif dan ragu kini berani terlibat aktif dalam permainan kelompok. Anak yang dahulu takut mencoba kini menunjukkan rasa bangga saat berhasil menyelesaikan tantangan.
Menurut Pak Achmad, program Young Athletes tidak hanya berdampak pada siswa, tetapi juga pada guru dan budaya sekolah secara keseluruhan. Ia mengaku, sekolah memandang keberlanjutan program young athletes sebagai investasi jangka panjang yang krusial, bukan hanya program sekali jalan. Selain itu, young athletes adalah program yang membangun fondasi inklusivitas dengan menyatukan perbedaan melalui aktivitas gerak motoric.
“Young Athletes menjadi ruang bagi anak-anak untuk bergerak, belajar, dan tumbuh bersama tanpa sekat. Inilah fondasi inklusivitas yang ingin kami bangun sejak dini,” pungkas Pak Achmad Nafarin.
For Mr. Achmad Nafarin, his involvement in the Young Athletes program became an eye-opening experience that broadened his perspective on inclusive education. When the program was first implemented at SLB Negeri 1 Banjarmasin, he immediately noticed the students’ enthusiasm. The play-based approach made the children feel happy and safe while developing their fundamental motor skills. Interactions between students with and without disabilities occurred naturally.
During the early stages of implementation, the main challenges involved adjusting facilities, equipment, and teaching methods to suit the students’ ages and abilities. As a teacher, Mr. Achmad was required to simplify instructions using easy-to-understand language and to prepare attractive teaching aids to capture the children’s attention.
“As a teacher, I needed extra readiness to simplify instructions using concrete language and to prepare colorful teaching aids that would engage the children,” he explained.
He admitted that his first experience coaching early childhood students taught him the importance of patience, adaptability to each child’s unique needs, and the realization that play is the most effective learning method especially for young children.
In building a close relationship with the athletes, he did not position himself solely as a coach but actively participated in play alongside them. According to him, making children feel safe and comfortable is the key. At the beginning, Mr. Achmad allowed children to observe before inviting them to join group activities. He framed training sessions as games rather than competitions, ensuring children were not afraid of making mistakes. He also delivered instructions without pressure and, most importantly, consistently offered smiles and calm verbal encouragement when children hesitated to try movements.
He added that during training sessions, he engaged the athletes through imaginative play, such as tiptoeing like giants or running in a zigzag pattern to avoid obstacles in a “forest.” These activities were supported by equipment such as cones, hula hoops, textured balls, and other playful tools.
Throughout the training sessions, adjustments were made based on the athletes’ ages and characteristics. Instructions were simplified using one- or two-word commands that were easy to understand, such as “Run!” or “Stop!” for younger children, making it easier for them to follow directions. He also modified equipment to match the athletes’ grip and physical strength. Most importantly, he provided individualized support, offering direct assistance to children who experienced difficulties.
As the training sessions progressed, Mr. Achmad began to observe tangible improvements among the athletes. The children’s confidence increased, their motor coordination improved, and their focus in following instructions became stronger. They also began to demonstrate social skills such as taking turns, sharing equipment, and encouraging one another. Their enthusiasm was clearly visible whenever training day arrived.
The most significant change for Mr. Achmad was seeing children who were previously passive and hesitant become actively involved in group play. Children who once feared trying now showed pride when they successfully completed challenges.
According to Mr. Achmad, the Young Athletes program has not only impacted students but has also influenced teachers and the overall school culture. He emphasized that the school views the sustainability of the Young Athletes program as a crucial long-term investment rather than a one-time initiative. Moreover, Young Athletes serves as a program that builds the foundation of inclusivity by uniting differences through motor skill activities.
“Young Athletes is a space where children can move, learn, and grow together without barriers. This is the foundation of inclusivity we aim to build from an early age,” concluded Mr. Achmad Nafarin.