Behavioral beliefs and attitudes of judo teachers regarding inclusion of participants with intellectual developmental disorders: insights from qualitative interviews

Gaston Descamps; Alain Massart; Terry Rizzo; Viktorija Pečnikar Oblak; Maria João  Campos

doi:10.47197/retos.v59.107380

Autores/as

Gaston Descamps University of Coimbra - Faculty of Sports and Physical Education https://orcid.org/0000-0003-0706-9054
Alain Massart https://orcid.org/0000-0003-3977-7266
Terry Rizzo
Viktorija Pečnikar Oblak
Maria João Campos https://orcid.org/0000-0003-2148-3534

DOI:

https://doi.org/10.47197/retos.v59.107380

Palabras clave:

judo, Intellectual Developmental Disorders, Inclusion, Physical Education, Qualitative Research, Teacher Attitudes, Theory of Planned Behavior, Behavioral Beliefs

Resumen

Este estudio cualitativo investiga las creencias y actitudes conductuales de los profesores de judo hacia la inclusión de personas con trastornos del desarrollo intelectual (TDI) en sus clases de judo. Realizado en Eslovenia, Portugal, Francia y la Polinesia Francesa, la investigación, dentro del marco de la Teoría del Comportamiento Planificado (TCP), involucró entrevistas con 21 profesores de judo utilizando una viñeta de un practicante de judo con TDI. Los datos analizados con NVivo (2020) destacaron que los profesores de judo generalmente ven la inclusión de manera positiva, señalando mejoras en las habilidades pedagógicas y la sensibilidad junto con beneficios significativos para todos los participantes. Los profesores de judo expresaron que la inclusión fomenta la empatía y la cohesión del grupo, pero también plantea preocupaciones sobre posibles ralentizaciones en el progreso del grupo y mayores demandas cognitivas. Las respuestas emocionales variaron desde la satisfacción y el orgullo hasta preocupaciones sobre la insuficiencia y la gestión del grupo. Estos hallazgos sugieren la necesidad de formación y adaptaciones específicas para abordar los desafíos y mejorar la efectividad de la inclusión.

Palabras clave: Judo, Trastornos del Desarrollo Intelectual, Inclusión, Educación Física, Investigación Cualitativa, Actitudes de los Profesores, Teoría del Comportamiento Planificado, Creencias Conductuales

Abstract. This qualitative study investigates the behavioral beliefs and attitudes of judo teachers toward including individuals with intellectual developmental disorders (IDD) in their judo classes. Conducted across Slovenia, Portugal, France, and France-Polynesia, the research, within the Theory of Planned Behavior (TPB) framework, involved interviews with 21 judo teachers using a vignette of a judo practitioner with IDD. Data analyzed using NVivo (2020) highlighted that judo teachers generally view inclusion positively, noting enhancements in pedagogical skills and sensitivity alongside significant benefits for all participants. Judo teachers expressed that inclusion fosters empathy and group cohesion but also raises concerns about potential slowdowns in group progress and increased cognitive demands. Emotional responses varied from fulfilment and pride to concerns over inadequacy and group management. These findings suggest a need for targeted training and accommodations to address challenges and enhance the effectiveness of inclusion.

Keywords: Judo, Intellectual Developmental Disorders, Inclusion, Physical Education, Qualitative Research, Teacher Attitudes, Theory of Planned Behavior, Behavioral Beliefs

Citas

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