In addition to inclusion as an educational philosophy, integrated schooling has emerged worldwide as an influential trend in education over the last few decades; this has increased the number of students with disabilities in classrooms, including in physical education (PE). This state of affairs requires that teachers provide support and resources to ensure that all students, regardless of ability, can reach their full potential through opportunities for equal participation. The previous contact with people with disabilities and the level of the students’ competitiveness are two factors where there is a lack of clarity as to their effects on attitudes towards the inclusion of a partner with a disability. Therefore, it is necessary to deepen the understanding of how these variables influence students’ attitudes after the implementation of an intervention to raise awareness of the inclusion of students with disabilities in PE. This study aimed: (1) to analyse the effects of the educational programme ‘Inclusive Sport in School’ on the attitudes of students without disabilities towards the inclusion of peers with a disability, (2) to analyse the influence of the previous contact with people with disabilities on the attitudes of students towards inclusion in PE after the intervention, and (3) to explore the level of competitiveness on attitude outcomes. A sample of 1068 students (534 girls and 534 boys) without disability (13.9 ± 1.76 yr.) was divided according to the type of established contact at their school setting: regular school settings (no contact), inclusive settings with non-structured contact and inclusive settings with structured contact (where students with disabilities were included in the PE classes). Attitudes towards inclusion were measured through Spanish version of the Children’s Attitudes Toward Integrated Physical Education Revised inventory CAIPE-RS. A mixed-factor analysis of variance was implemented, with an intra-group factor (i.e. pre vs post-intervention) and two between-group factors: the three types of contact and the reported level of competitiveness (low, moderate, or high). Results showed a significant impact on the general subscale of attitude after the intervention. The interaction effects between the between-group and the intra-group factors were not significant. However, the t-test of related measurements showed significant differences on the general attitude subscale for the students of the inclusive centres where there were [t(351) = −6.11; p < 0.01)] or there were not [t(199) = −2.43; p = 0.016)] students with disabilities in the PE class, showing more positive values of attitude after the intervention. Additionally, those perceived to have a moderate or high level of competitiveness also exhibited an increase in their degree of general attitude after the intervention while the students from inclusive schools with a low competitive level showed a significant decrease in attitude on the specific attitude subscale. It is concluded that the effect of the intervention could be influenced by the type of contact and that the level of competitiveness is a constraining variable for awareness interventions in PE. To develop interventions which have a significant impact on attitude towards inclusion in PE, awareness programmes should be designed which consider direct contact with people with disabilities to generate the target attitude.

En este trabajo se presenta el diseño y estructura de un programa de intervención educativa en Educación Física: «Deporte Inclusivo en la Escuela». La propuesta, destinada a profesores y alumnos de Secundaria y Bachillerato, persigue promover la práctica deportiva inclusiva en los centros educativos, dando a conocer los diferentes deportes paralímpicos, para concienciar sobre la situación de las personas con discapa­cidad en la práctica deportiva. El diseño está basado en las teorías del Contacto y del Comportamiento Planificado, ambas evidenciadas como eficaces para la formación de actitudes. La estructura que conforma el programa está compuesta por una serie de actividades y recursos didácticos como una charla de un deportista paralímpico, tres unidades didácticas (una por ciclo), material audiovisual de apoyo y un encuentro deportivo inclusivo con todos los centros participantes en el programa. Una de las características más relevantes de la propuesta es el uso de una metodología de carácter inclusivo, ya sea incluyendo a los alumnos con discapacidad presentes en los centros, o simulando la situación de discapacidad los alumnos que no la poseen. La exposición teórica se apoya en datos de la implementación llevada a cabo hasta el momento en 38 centros educativos de Madrid y Barcelona.Palabras clave. actitud, inclusión, discapacidad, Educación Física, programa intervención, deporte inclusivo. In this paper, it´s presented the design and structure of an educational intervention program in Physical Education: «Inclusive School Sports (ISS)». It´s propose for teachers and middle and high school students, aims promote inclusive sports in schools and different Paralympics sports through an inclusive methodology and raising awareness about the situation of people with disability in sport practice. The design is based on the contact and of planned behavior theories, both are evidenced as effective in attitudes training. The structure program is composed of a series of activities and educational resources such as a talk by a Paralympics sportiest, three teaching units (one per cycle) and inclusive sporting event with all participants in the program centers. The newest program is the methodology propose by inclusive perspective, so including students with disabilities present in the centers, or simulating the situation of disabilities students. The program has been implemented in 38 educative centre of Madrid and Barcelona. It´s present a approach to the evaluation and advances in the results.Keywords: attitude, inclusion, disability, Physical Education, intervention program, inclusive sport.

Students’ engagement in Physical Education has been linked to several adaptive consequences. Even though the existing literature suggests that perceived autonomy support can predict engagement, research is scarce on how teachers’ antecedents might influence this behavioural outcome. This study sought to compare the influence of teachers’ basic psychological needs’ satisfaction and basic psychological needs’ thwarting on students’ behavioural engagement and on the relationship between perceived autonomy-support and the students’ behavioural engagement. The sample included 29 Physical Education teachers and 644 students who were taught by the participants teachers. Data were collected using both paper and online surveys and they were analysed using multilevel modelling techniques. The results revealed that, while teachers’ autonomy satisfaction might be significant in the explanation of students’ engagement (β = 0.33, p < 0.01), it seems that needs thwarting could be a better predictor of this outcome (β autonomy thwarting = −0.17, p < 0.01; β competence thwarting = −0.06, p < 0.05). These findings suggest the impact of certain external pressures on teachers’ practices which, in turn, might affect students’ behavioural outcomes.

Staying physically active is synonymous with good health and well-being, and its benefits on the health of people with intellectual disabilities (PWIDs) have been studied. However, there is a lack of information on how it can influence their quality of life (QoL). This study aimed to analyze the relationship between QoL and physical activity in PWIDs according to gender and the characteristics of the practiced activity. A questionnaire was administered to 380 PWIDs (mean age of 28.23 ± 12.53), 54.21% of which were men. The QoL dimensions and second-order factors were studied in relation to practicing physical activity, the practice type, the context, and gender. The results indicate that people who practiced any activity showed better QoL values. Those who engaged in a nonregulated physical activity had better values in self-determination, emotional well-being, social inclusion, and personal development, while those who did sports presented higher scores in interpersonal relationships and physical well-being. In addition, it also appears that the association between physical activity and the QoL dimensions is distinct in inclusive and specific contexts. In conclusion, physical activity is related to a better QoL, although the impact of the practice type and context differs for each QoL dimension.

El objetivo del presente estudio fue diseñar y aplicar un programa de intervención como modelo de práctica deportiva inclusiva, analizando el impacto que ejerce en la actitud hacia la discapacidad en jugadores que no la tienen. Para ello, se puso en práctica el “Campus Inclusivo de Baloncesto”, organizado por la Fundación Real Madrid, como actividad deportiva inclusiva donde la práctica del baloncesto sirve de contexto para una práctica normalizadora, ya que a él asisten participantes con y sin discapacidad física. El diseño del estudio fue de tipo experimental, utilizando el "Cuestionario de actitudes\ud hacia las personas con discapacidad" (Reina, López, Jiménez, García-Calvo, y Hutzler, 2011), aplicándolo\ud antes de la intervención, después y pasados 9 meses de la misma, a los 21 participantes sin discapacidad\ud (17 hombres y 4 mujeres), con edades comprendidas entre los 8 y los 14 años. Se aplicaron la prueba de Wilcoxon y ANOVA de medidas repetidas, estableciendo el nivel de confianza en p≤0,05.\ud Los resultados muestran cambios significativos en positivo sobre la actitud hacia las personas con discapacidad\ud tras el desarrollo de la actividad y un mantenimiento de dichos cambios en el tiempo. Estos resultados sugieren la validez del diseño propuesto para promover cambios en la perspectiva de la inclusión en contextos de iniciación deportiv

The promotion of physical activity between people with disabilities has been pointed out as an important issue since they have a higher risk of serious health problems. However, the participation of people with disabilities do not meet the recommended physical activity guidelines. Based on the existing literature, the first aim of the study was to analyse how an inclusive sport training program could affect the intention of physical education (PE) teachers to develop different teaching styles in their classes. The second aim was to explore whether teaching students with disabilities could alter the effect of the intervention. A paired t-test revealed that participants had higher intentions to display autonomy (5.29 vs. 5.50; p<.001) and structure-supportive (5.78 vs. 5.92; p<.001) teaching styles after the intervention. Regarding the influence of having contact with students with disabilities (SWID), it was found that the intervention had slightly different effects on teachers with and without experience teaching SWD. Findings are discussed in terms of inclusion, motivation, and teaching behaviours in PE contexts with SWID, suggesting the existence of a parallelism between teaching behaviours that favour the inclusion of students with disabilities and those that favour motivation between students. Resumen La promoción de la actividad física en personas con discapacidad es un tema de gran relevancia, ya que este grupo enfrenta un mayor riesgo de sufrir problemas de salud graves. Sin embargo, su participación en actividades físicas no alcanza los niveles recomendados. Basándose en la literatura existente, el primer objetivo del estudio fue analizar cómo un programa de entrenamiento deportivo inclusivo puede influir en la intención de los profesores de educación física (EF) de adoptar diferentes estilos de enseñanza en sus clases. El segundo objetivo fue explorar si la experiencia previa en la enseñanza de estudiantes con discapacidad podría modificar el efecto de la intervención. Los resultados de una prueba t pareada indicaron que, tras la intervención, los participantes mostraron una mayor intención de emplear estilos de enseñanza que fomentan la autonomía (5.29 vs. 5.50; p<.001) y el apoyo estructural (5.78 vs. 5.92; p<.001). Además, se observó que la intervención tuvo efectos ligeramente distintos en docentes con y sin experiencia previa en la enseñanza de estudiantes con discapacidad. Los hallazgos se discuten en términos de inclusión, motivación y comportamientos docentes en contextos de EF con estudiantes con discapacidad., sugiriendo la existencia de un paralelismo entre los comportamientos docentes que favorecen la inclusión de estudiantes con discapacidad y aquellos que fomentan la motivación entre los estudiantes.