This study aimed to verify the prevalence of athletes with intellectual, anthropometric, and physical-conditional disabilities in Athletics. Mixed research was conducted employing descriptive, exploratory, and non-experimental studies. Document analysis, surveys, interviews, measurements, and statistical analysis were used. The reliability and validity of the instruments showed a confidence interval of (95%), with a standard value of (p0.05). This prevalence study involved ten male athletes with disabilities (age ±13.6, weight ±58.3, and height ±1,605). The results showed that physical-conditional anthropometric characteristic was the main variable distinguishing the athletes. Furthermore, based on the mean value of each indicator, it also relied on the upper and lower extremities and functional conditions. In conclusion, greater attention should be given, especially to athletes with certain physical conditions, to achieve better results in Olympics.

When we talk about science and innovation, it is to refer to the main support of human activity, to transform the objective reality of the teaching contexts, the theoretical and empirical methods, allow us the logical reasoning of the processes and phenomena, to give answers to possible hypotheses, and make decisions and advance in thinking, cultural,  artistic, social, and educational, as the basis of analytical, reflective and holistic instruction, according to its impact on the educational field. This study aims to know the impact that science and innovation have had on students of Physical Culture to improve the teaching-learning process. To achieve this, the research starts from a qualitative approach, based on a descriptive and longitudinal study. Different methods and instruments were used, such as the documentary review, the questionnaire, the survey, and the triangulation. In addition, the criterion of inclusion and exclusion. The most relevant findings contribute to linking the components (objectives, contents, and methods) with science and innovation to improve the teaching-learning process. In conclusion, pedagogical interventions provide solutions to teaching work as a significant means for teaching science and innovation.