Effects of an inclusive running event on children’s attitudes toward disability students in physical education
DOI:
https://doi.org/10.47197/retos.v56.102545Keywords:
inclusion, sport, disability, educational needs, academic, inclusión, deporte, discapacidad, necesidades educativas, académicoAbstract
Physical education is now seen as an integral subject that aims not only to improve motor skills, but also to create healthy lifestyle habits and promote inclusive values. This study analysed the effects of a running event on students' attitudes towards inclusion and the adaptation of sports rules, taking into account gender, school year, disability, level of competitiveness and the type of extracurricular sport practised at school. The San Silvestre 2022 running event in Valencia (Spain) involved more than 600 people – including students, teachers and volunteers – 170 of whom were students from 16 schools who responded to a questionnaire. The results showed that the event did not have a significant effect on improving attitudes towards inclusion and sports rules adaptation, although both the pre-test and post-test scores were very positive (higher than 3.5 out of 4); however, the responses showed that most participants had very positive attitudes and a high level of satisfaction and interest in participating in future running events (more than 90%). We found that attitudes towards inclusion were lower among men who did not have a disability, who were highly competitive and who were involved in individual sports. In conclusion, we recommend organising this type of event to motivate students and maintain good attitudes towards integration in physical education.
Key words: Inclusion, sport, disability, educational needs, academic.
References
Abellán, J., Sáez-Gallego, N., & Reina, R. (2018). Explorando el efecto del contacto y el deporte inclusivo en Educa-ción Física en las actitudes hacia la discapacidad intelectual en estudiantes de secundaria.[Exploring the effect of contact and inclusive sport on Physical Education in the attitudes toward intellectual disability of high school stu-dents]. RICYDE. Revista Internacional de Ciencias del Deporte. doi: 10.5232/ricyde, 14(53), 233-242. https://doi.org/10.5232/ricyde
Adie, J. W., Duda, J. L., & Ntoumanis, N. (2008). Achievement goals, competition appraisals, and the psychological and emotional welfare of sport participants. Journal of Sport & Exercise Psychology, 30(3), 302-322. https://doi.org/10.1123/jsep.30.3.302
Ainscow, M. (2009). Developing inclusive education system: What are the levers for change? In P. Hicky & G. Thom-as (Eds.), Inclusion and diversity in education (Vol. 2, pp. 1-13). Sage Publishing.
Allport, G. (1954). The nature of prejudice. New York: Doubleday Books
Almeida, A., de Sousa, T., & Jales, E. (2023). Determinants for an inclusive physical education: perception of a group of specialist teachers in inclusion. Retos, 47, 282-291. https://doi.org/10.47197/retos.v47.94755
Arufe-Giráldez, V., Zurita-Ortega, F., Padial-Ruz, R., & Castro-Sánchez, M. (2019). Association between level of empathy, attitude towards physical education and victimization in adolescents: A multi-group structural equation analysis. International Journal of Environmental Research and Public Health, 16(13), 2360. https://doi.org/10.3390/ijerph16132360
Ajzen, I. (1991). The theory of planned behavior. Organizational behavior and human decision processes, 50(2), 179-211. https://doi.org/10.1016/0749-5978(91)90020-T
Balaguer, I., Castillo, I., & Duda, J. L. (2010). Apoyo a la autonomía, satisfacción de las necesidades psicológicas y motivación en educación física: Comparación entre chicas y chicos. Revista de Psicología del Deporte, 19(1), 157-176.
Bebetsos, E., Derri, V., & Vezos, N. (2017). Can an intervention program affect students’ attitudes toward inclusive physical education? An application of the “theory of planned behavior”. Journal of Psychiatry, 20(6), 429. https://doi.org/10.4172/2378-5756.1000429
Block, M. E. (1995). Development and validation of the Children's Attitudes Toward Integrated Physical Education- Revised (CAIPE-R) Inventory. Adapted Physical Activity Quarterly, 12(1), 60-77. https://doi.org/10.1123/apaq.12.1.60
Block, M. E., & Obrusnikova, I. (2015). Inclusion in physical education: A review of the literature from 1995-2013. Adapted Physical Activity Quarterly, 32(3), 250-269. https://doi.org/10.1123/apaq.2013-0109
Campos, M. J., Ferreira, J. P., & Block, M. E. (2014). Influence of an awareness program on Portuguese middle and high school students' perceptions of peers with disabilities. Psychological Reports, 115(3), 897-912. https://doi.org/10.2466/11.15.PR0.115c26z7
Casal, J., & Mateu, E. (2003). Tipos de muestreo. Rev. Epidem. Med. Prev, 1(1), 3-7.
Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education. Routledge.
Comprehensive Plan for the Promotion of Sport and Physical Activity for People with Disabilities (2009). Retrieved from Consejo Superior de Deportes. https://www.csd.gob.es/sites/default/files/media/files/2018-09/Actividad%20F%C3%ADsica%20y%20Deporte%20Edad%20Escolar%20v.1.pdf
Felipe-Rello, C., Puerta, I. G., & Tejero-González, C. M. (2020). Cambiando las actitudes hacia la discapacidad: diseño de un programa de sensibilización en Educación Física. Retos: nuevas tendencias en educación física, deporte y re-creación, (37), 713-721. https://doi.org/10.47197/retos.v37i37.69909
Gallotta, M. C., Iazzoni, S., Emerenziani, G. P., Meucci, M., Migliaccio, S., Guidetti, L., & Baldari, C. (2016). Effects of combined physical education and nutritional programs on schoolchildren's healthy habits. PeerJ, 4, e1880. https://doi.org/10.7717/peerj.1880
García-López, L. M., & Gutiérrez, D. (2015). The effects of a sport education season on empathy and assertiveness. Physical Education and Sport Pedagogy, 20(1), 1-16. https://doi.org/10.1080/17408989.2013.780592
Goklany, I. M. (2004). Climate change and malaria. Science, 306(5699), 55-57. https://doi.org/10.1126/science.306.5699.55
Haerens, L., Kirk, D., Cardon, G., & de Bourdeaudhuij, I. (2011). Toward the development of a pedagogical model for health-based physical education. Quest, 63(3), 321-338. https://doi.org/10.1080/00336297.2011.10483684
Hortigüela, D., Hernando, A., Pérez-Pueyo, Á., & Fernández-Río, J. (2019). Cooperative learning and students' moti-vation, social interactions and attitudes: Perspectives from two different educational stages. Sustainability, 11(24), 7005. https://doi.org/10.3390/su11247005
Hutzler , Y., & Levi, I. ( 2008 ) Including children with disability in physical education: general and specifi c attitudes of high-school students . European Journal of Adapted Physical Activity , 1 ( 2 ), 21 - 30. https://doi.org/10.5507/euj.2008.006
Jickling, B. (1994). Studying sustainable development: Problems and possibilities. Canadian Journal of Educa-tion/Revue canadienne de l'éducation, 19(3), 231-240. https://www.jstor.org/stable/1495389
Kentiba, E. (2013). Challenges and problems affecting the participation of disabled children in physical education and extracur-ricular activities (Master's thesis). Addis Ababa University.
Keegan, R. J., & Hurley, D. A. (2009). Attitudes of typically developing children towards their peers with physical disabilities: A review of literature. European Physical Education Review, 15(2), 131-150. https://doi.org/10.1177/1356336X09345231
López-Valenciano, A., Suárez-Iglesias, D., Sanchez-Lastra, M. A., & Ayán, C. (2021). Impact of COVID-19 pandem-ic on university students' physical activity levels: An early systematic review. Frontiers in Psychology, 12, 3787. https://doi.org/10.3389/fpsyg.2021.637984
Lindsay, S., & Edwards, A. (2013). A systematic review of disability awareness interventions for children and youth. Disability and Rehabilitation, 35(8), 623-646. https://doi.org/10.3109/09638288.2012.702850
Luarte-Rocha, C., López-Casanova, L., Navarro-Gajardo, V., Pleticosic, Y., Sagredo-Aravena, R., de Castelli de Campos., & Campos, K. (2023). Awareness programs towards people with disabilities in the school context, phys-ical education and health: A systematic review of the last 10 years. Retos: nuevas tendencias en educación física, deporte y recreación, (50), 1281-1288. https://doi.org/10.47197/retos.v50.99529
Marqués, M., Sousa, C., & Cruz, J. (2013). Strategies for teaching life skills through sport in young people at risk of social exclusion. Apunts Educación Física y Deportes, 112(2), 63-71. https://doi.org/10.5672/apunts.2014-0983.es.(2013/2).112.06
McKay, C., Block, M., & Park, J. Y. (2015). The impact of Paralympic School Day on student attitudes toward inclu-sion in physical education. Adapted Physical Activity Quarterly, 32(4), 331-348. https://doi.org/10.1123/APAQ.2015-0045
Mampaso,J., Alonso, M., & Hernández, A. (2020). Autopercepción de la experiencia de aprendizaje en el entorno virtual en jóvenes universitarios con discapacidad intelectual. Revista de estilos de Aprendizaje (Journal of Learning Styles) (13), 140-154
Moradi, J., Bahrami, A., & Dana, A. (2020). Motivation for participation in sports based on athletes in team and indi-vidual sports. Physical Culture and Sport Studies and Research, 85(1), 14-21. https://doi.org/10.2478/pcssr-2020-0002
Nieva, C., & Lleixà, T. (2018). Inclusion of immigrant girls and beliefs of physical education teachers. Apunts Educación Física y Deportes, 134, in press. https://doi.org/10.5672/apunts.2014-0983.es.(2018/4).134.07
Ocete, C., Pérez-Tejero, J., & Coterón, J. (2015). Propuesta de un programa de intervención educativa para facilitar la inclusión de alumnos con discapacidad en educación física (Propose of an educative intervention program for inclu-sion of children with disability in general physical education). Retos (27), 140-145 https://doi.org/10.47197/retos.v0i27.34366
Ocete, C., Pérez-Tejero, J., Coterón, J., & Reina, R. (2022). How do competitiveness and previous contact with peo-ple with disabilities impact on attitudes after an awareness intervention in physical education?. Physical Education and Sport Pedagogy, 27(1), 19-31. https://doi.org/10.1080/17408989.2020.1834527
Ocete, C., Pérez-Tejero, J., Pinilla, J., & Polo, I. (2016). Guía de carreras populares inclsuivas. Una herramienta para el fomento de todos. (Ed) Perez-Tejero, J. Universidad Politécnica de Madrid, Fundación Sanitas, Psysport.
Ocete, C., Pérez-Tejero, J., Franco, E., & Coterón, J. (2017). Validation of the Spanish version of the questionnaire “Attitudes of students towards integration in physical education (CAIPE-R)”. Psychologica, Sociedad y Educacion, 9(3), 447-458. https://doi.org/10.25115/psye.v%vi%i.1114
Piéron, M., & Ruiz-Juan, F. (2010). Actividad físico-deportiva y salud. Análisis de los determinantes de la práctica en el alum-nado de enseñanza secundaria. Consejo Superior de Deportes.
Reina, R., Hutzler, Y., Iniguez-Santiago, M. C., & Moreno-Murcia, J. A. (2019). Student attitudes toward inclusion in physical education: The impact of ability beliefs, gender, and previous experiences. Adapted Physical Activity Quar-terly, 36(2), 132-149. https://doi.org/10.1123/apaq.2018-0147
Rello, C. F., Puerta, I. G., & Tejero-González, C. M. (2018). Análisis comparativo del efecto de tres programas de sensibilización hacia la discapacidad en Educación Física. Retos: nuevas tendencias en educación física, deporte y recrea-ción, (34), 258-262. https://doi.org/10.47197/retos.v0i34.59889
Ríos, M. (2004). Physical education and the inclusion of students with disabilities. In Didáctica de la educación física: Una perspectiva crítica y transversal (pp. 147-169). Biblioteca Nueva.
Rössner, S. (2002). Obesity: The disease of the twenty-first century. International Journal of Obesity, 26(S2), S2-S4. https://doi.org/10.1038/sj.ijo.0802209
Ruiz-Juan, F., Piéron, M., & Zamarripa, J. (2011). Spanish version of the Task and Ego Orientation in Sport Question-naire (TEOSQ) adapted to physical education. Estudios de Psicología, 32(2), 179-193. https://doi.org/10.1174/021093911795978287
Schulenkorf, N., Sugden, J., & Burdsey, D. (Eds.). (2016). Sport for development and peace as contested terrain: Place, community, ownership. Routledge. https://doi.org/10.4324/9781315765769
Sharma, U., Armstrong, A. C., Merumeru, L., Simi, J., & Yared, H. (2019). Addressing barriers to implementing in-clusive education in the Pacific. International Journal of Inclusive Education, 23(1), 65-78. https://doi.org/10.1080/13603116.2018.1514751
Slininger, D., Sherrill, C., & Jankowski, C. M. (2000). Children’s attitudes toward peers with severe disabilities: Revis-iting contact theory. Adapted Physical Activity Quarterly, 17, 176–196. https://doi.org/10.1123/apaq.17.2.176
Solís, P.; & Borja, V. (2021). Actitudes del profesorado de Educación Física hacia la inclusión de alumnos con discapa-cidad. Retos: nuevas tendencias en educación física, deporte y recreación, (39), 7-12. https://doi.org/10.47197/retos.v0i39.77841
Tavares, W. (2011). An Evaluation of the Kids Are Kids Disability Awareness Program: Increasing Social Inclusion Among Children With Physical Disabilities. Journal of Social Work in Disability and Rehabilitation, 10(1), 25-35. https://doi.org/10.1080/1536710X.2011.546296
United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. https://sdgs.un.org/2030agenda
United Nations. (n.d.-a). Goal 10: Reduce inequality within and among countries. Retrieved August 5, 2023, from https://www.un.org/sustainabledevelopment/inequality/
United Nations. (n.d.-b). Goal 5: Achieve gender equality and empower all women and girls. Retrieved August 5, 2023, from https://www.un.org/sustainabledevelopment/gender-equality/
UNICEF. (2015). SDG3: Good health and well-being. Retrieved August 5, 2023, from https://data.unicef.org/sdgs/goal-3-good-health-wellbeing/#:~:text=SDG%203%20aims%20to%20prevent,and%20regions%20are%20priority%20are%20areas
Valderrama-Padilla, S., de Campos, L. F. C. C., Fernandez-Muñoz, M., Gamonales, J. M., Van Munster, M. D. A., Norambuena, J. S. P., ... & Dos Santo, L. G. T. F. (2023). Efectividad de los programas de sensibilización hacia las personas con discapacidad, implementados en las clases de educación física: Revisión Sistemática. Revista Peruana de ciencia de la actividad física y del deporte, 10(3):1695 - 1715
Whitehead, M. (2013). Definition of physical literacy and clarification of related issues. ICSSPE Bulletin, 65, 29-34.
Xafopoulos, G., Kudlacek, M., & Evaggelinou, C. (2009). Effect of the intervention program «Paralympic school day» on attitudes of children attending international school towards inclusion of students with disabilities. Paper presen-ted at the Acta Universitatis Palackianae Olomucensis. Gymnica.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Retos
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.
