Executive functioning encompasses a collection of interrelated higher-order cognitive skills that influence emotional, motivational, and social competencies. These functions are not solely limited to cognitive processes but also include aspects related to emotional responses and behavioral regulation (Gioia et al., 2000). Numerous studies highlight the limited socio-emotional development observed among students with visual impairment. Evidence suggests that executive functioning skills, such as emotional control and task initiation, can be enhanced through targeted physical activity training, promoting psychosocial growth in children. The present study investigates the impact of adapted physical activities on specific executive functioning skills namely emotional control and task initiation in students with visual impairment. A total of 420 students with visual impairment, aged 10 to 17 years, were selected using purposive sampling from special schools across selected districts of Tamil Nadu. The researchers developed a rating scale to assess the executive functioning skills of these students. An eight-week intervention program featuring a training package on Adapted Physical Activities was implemented with the experimental group. Pre and post-tests were conducted using the rating scale. Statistical analysis, employing t-tests, indicated that adapted physical activities significantly improved emotional control and task initiation skills in students with visual impairment.