The purpose of this study was to explore the effect of two awareness programs (6-day vs. 1-day programs) on children's attitudes toward peers with a visual impairment. Three hundred and forty-four Spanish physical education students (164 girls and 180 boys) aged 10-15 years, took part in the study. A modified version of the Attitudes Toward Disability Questionnaire (ATDQ) was used, which includes three sub-scales: (i) cognitive perceptions, (ii) emotional perception, and (iii) behavioral readiness to interact with children with disabilities. The questionnaire was filled out during the regular physical education class before and immediately after the awareness activity. The 6-day didactical unit included a lecture on visual impairments and a video describing visual impairments and the game of 5-a-side soccer (first lesson), sensibilization activities toward visual impairment (second and third lessons), training and competitive 5-a-side soccer tasks using blindfolded goggles (fourth and fifth lessons), and a sport show and chat with soccer players with a visual impairment (sixth lesson). The 1-day awareness unit only included the final session of the didactical activity. Repeated measures analysis of variance revealed significant time effects in the cognitive, emotional, and behavioral subscales. Sex also was found to demonstrate significant effects, in which women showed more favorable results than men. A time-by-group intervention effect was only demonstrated in the cognitive sub-scale, and the 6-day didactic intervention was more effective than the 1-day awareness unit.

The aims of this study were: i) to analyze the reliability and validity of three tests that require sprinting (10 m, 25 m, 40 m), accelerations/decelerations (Stop and Go Test) and change of direction (Illinois Agility Test), with and without ball, in para-footballers with neurological impairments, and ii) to compare the performance in the tests when ball dribbling is required and to explore the practical implications for evidence-based classification in cerebral palsy (CP)-Football. Eighty-two international para-footballers (25.2 ± 6.8 years; 68.7 ± 8.3 kg; 175.3 ± 7.4 cm; 22.5 ± 2.7 kg·m^-2), classified according to the International Federation of Cerebral Palsy Football (IFCPF) Classification Rules (classes FT5-FT8), participated in the study. A group of 31 players without CP was also included in the study as a control group. The para-footballers showed good reliability scores in all tests, with and without ball (ICC = 0.53–0.95, SEM = 2.5–9.8%). Nevertheless, the inclusion of the ball influenced testing reproducibility. The low or moderate relationships shown among sprint, acceleration/deceleration and change of direction tests with and without ball also evidenced that they measure different capabilities. Significant differences and large effect sizes (0.53 < ηp2 < 0.97; p < 0.05) were found when para-footballers performed the tests with and without dribbling the ball. Players with moderate neurological impairments (i.e. FT5, FT6, and FT7) had higher coefficients of variation in the trial requiring ball dribbling. For all the tests, we also obtained between-group (FT5-FT8) statistical and large practical differences (ηp2 = 0.35–0.62, large; p < 0.01). The proposed sprint, acceleration/deceleration and change of direction tests with and without ball may be applicable for classification purposes, that is, evaluation of activity limitation from neurological impairments, or decision-making between current CP-Football classes.

The aims of the present study were to evaluate the validity and reliability of the two different change of direction ability (CODA) tests in elite football players with cerebral palsy (CP) and to analyse the differences in performance of this ability between current functional classes (FT) and controls. The sample consisted of 96 international cerebral palsy football players (FPCP) and 37 football players. Participants were divided into four different groups according to the International Federation of Cerebral Palsy Football classes and a control group (CG): FT5 (n = 8); FT6 (n = 12); FT7 (n = 62); FT8 (n = 14); and CG (n = 37). The reproducibility of Modified Agility Test (MAT) and Illinois Agility Test (IAT) (ICC = 0.82-0.95, SEM = 2.5-5.8%) showed excellent to good values. In two CODA tests, CG performed faster scores compared with FPCP classes (p < 0.01, d = 1.76-3.26). In IAT, FT8 class comparisons regarding the other classes were: FT5 (p = 0.047, d = 1.05), FT6 (p = 0.055, d = 1.19) and FT7 (p = 0.396, d = 0.56). With regard to MAT, FT8 class was also compared with FT5 (p = 0.006, d = 1.30), FT6 (p = 0.061, d = 0.93) and FT7 (p = 0.033, d = 1.01). No significant differences have been found between FT5, FT6 and FT7 classes. According to these results, IAT and MAT could be useful and reliable and valid tests to analyse CODA in FPCP. Each test (IAT and MAT) could be applied considering the cut point that classifiers need to make a decision about the FT8 class and the other FT classes (FT5, FT6 and FT7).

This quasi-experimental study analyses the effects of an awareness intervention programme with five different branches designed to improve the attitudes of physical education (PE) students towards the inclusion of classmates with disabilities. The contact (yes/no) and its frequency (×1 vs. ×3) with para-athletes, the duration of the programme (1 vs. 6/7 sessions), and the provision of teaching strategies and materials (yes/no) were manipulated. The study involved 603 students aged 14‒19 from five public educational centres in southern Spain. Attitudes were assessed pre- and post-intervention with the Spanish version of the Children’s Attitude towards Integrated Physical Education (general and specific subscales) and the Scale of Attitudes towards Students with Disabilities in PE. The three groups having contact with para-athletes during the interventions improved in the three attitude variables (p < 0.05; −0.20 < d < −0.24). Pairwise comparisons of the improvement ratios also revealed several positive effects of the intervention duration and provision of teaching strategies (p < 0.05; −0.07 < d < 0.18). These findings could assist PE teachers in educating students to improve their knowledge and attitudes towards people with disabilities, having different strategies and resources to conduct awareness interventions based on para-sports in their regular PE classes.

This study addresses the associations between students’ ability beliefs and attitudes toward inclusion in physical education, as well as the impact of gender and previous contact/participation with children with disability on these variables. A cross-sectional study was conducted with 976 students (491 girls and 485 boys; age 11–16 years), who responded to ability beliefs and attitudes questionnaires. Ability beliefs (entity and incremental) and the 3 sociodemographic variables predicted 20.4% and 9% of the behavioral and cognitive subscales of attitudes, respectively. Students with higher scores for entity beliefs of ability had a less favorable attitude toward inclusion. Girls reported more favorable attitudes toward inclusion than boys. Students who indicated previous participation in physical activities with children with disabilities showed attitudes that were more favorable in both the behavioral and cognitive subscales, while those who reported previous contact had more favorable attitudes in the b...