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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...

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.

espanolEl objetivo de este estudio fue conocer la percepcion de los alumnos sin discapacidad sobre la inclusion de companeros que si la tienen en las clases de Educacion Fisica (EF) a traves del analisis de dibujos y frases expresadas durante la actividad de reflexion en el evento deportivo inclusivo “Deporte Inclusivo en la Escuela”. En esta actividad los alumnos reflejaron sus opiniones, sensaciones y vivencias sobre la inclusion de companeros con discapacidad en las sesiones de EF. El analisis de las frases y las palabras (n= 296) se baso en la “Teoria de la estructura y el contenido universal de los valores humanos” (Schwartz, 1992), mientras que los dibujos (n=50) fueron analizados desde la “Teoria de la Retorica visual” (Barthes, 1964), ya que el dibujo se convierte en una herramienta para conocer como perciben los alumnos la inclusion en EF. Los resultados de las frases muestran que las percepciones de los alumnos tienden hacia dominios motivacionales colectivistas y mixtos, como universalismo y logro, coincidiendo con los mostrados por los resultados de los dibujos. Otros valores relacionados con la inclusion emergen a su vez, como autodireccion y benevolencia. EnglishThe aim of this study was to know the perception of students without disabilities toward the inclusion of peers with disability Physical Education (PE) class, through the analysis of the images and phrases expressed during the reflection activity in the inclusive sport event "Inclusive Sport in School". In this activity, students reflect their opinions, feelings and experiences through phrases, words and drawings. The analysis of the sentences, words (n=296) was carried out using a system of categories based on Schwartz’s “Theory of the structure and universal content of human values” (Schwartz, 1992), while the images (n=50) were analyzed from the "Rhetoric Theory" (Barthes, 1964). The results of the sentences show that students' perceptions tend towards collectivist and mixed motivational domains, such as universalism and achievement, coinciding with those shown by the results of the drawings. Other values related to inclusion emerge in turn, as self-direction and benevolence.