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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 st...

El deporte inclusivo es una herramienta facilitadora de la inclusión de alumnos con discapacidad en Educación Física. Su práctica debe promover interacciones de calidad entre los alumnos con y sin discapacidad. El programa educativo Deporte Inclusivo en la Escuela consiste en una serie de actividades y recursos didácticos, dirigidos especialmente a alumnos y profesores de Educación Física, que buscan la participación activa de sus alumnos en las actividades deportivas inclusivas desde un planteamiento educativo en un ambiente motivador y ameno.

In recent years there has been a significant increase in the number of students who choose to pursue university studies related to the field of sports. However, there are no studies that have investigated the existence of differentiated profiles within students whose preferred vocational area is sport. The main objective of this study was to establish the profiles of students in the second year of Spain Bachillerato whose preferred vocational interest is sport, according to the two representative vocational values: (a) “to have a fun professional activity”, and (b) “to have a professional activity whose schedule makes it possible to reconcile personal and professional life”. In addition, the resulting groups were compared according to their perception of general and academic wellbeing and their identification with the other vocational values. Two hundred and thirty participants (MAge = 17.47, DTAge = 0.669, N = 171, 74.3% male and N = 59, 25.7% female) completed some validated measures. Three clusters emerged which did not differ in terms of general and academic wellbeing. Differences were found though in terms of some vocational values such “to help people”, “to develop one’s entrepreneurial initiative” or “to be self-employed”. The findings invite us to rethink the differences in the specific profiles of vocational values and their impact on employability opportunities, and to consider these approaches in the orientation of students who have among their priority options to study sport sciences.

Students&rsquo, 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&rsquo, antecedents might influence this behavioural outcome. This study sought to compare the influence of teachers&rsquo, basic psychological needs&rsquo, satisfaction and basic psychological needs&rsquo, thwarting on students&rsquo, behavioural engagement and on the relationship between perceived autonomy-support and the students&rsquo, 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&rsquo, autonomy satisfaction might be significant in the explanation of students&rsquo, engagement (&beta, = 0.33, p &lt, 0.01), it seems that needs thwarting could be a better predictor of this outcome (&beta, autonomy thwarting = &minus, 0.17, p &lt, 0.01, &beta, competence thwarting = &minus, 0.06, p &lt, 0.05). These findings suggest the impact of certain external pressures on teachers&rsquo, practices which, in turn, might affect students&rsquo, behavioural outcomes.

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.Abstract. 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.