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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.

espanolEl objetivo de este estudio fue evaluar la estructura y validez del contenido de un programa de ejercicios realizados en casa, como instrumento para prevenir el dolor de hombro en jugadores de baloncesto en silla de ruedas. El programa propuesto se diseno teniendo en cuenta estudios previos a los fines de aplicar el programa de ejercicio en esta poblacion; se compone de ejercicios basados en movilidad activa (4 ejercicios), fortalecimiento (5 ejercicios) y estiramientos (5 ejercicios) de la articulacion del hombro. Se administro un cuestionario ad hoc a 9 expertos (1 medico rehabilitador, 1 medico deportivo, 4 fisioterapeutas y 3 entrenadores) que cumplieron con los criterios de inclusion definidos. De acuerdo a los resultados, los expertos consideran el programa de ejercicios realizados en casa (SHEP, siglas en ingles) como una herramienta adecuada para la prevencion del SP en el WB. Sin embargo, algunos expertos sugirieron algunos cambios para mejorarlo. En cuanto al analisis cualitativo realizado, los hallazgos revelaron dos factores subyacentes principales tales como "diseno" (contenido y estructura) y "aplicacion" que podrian influir en el uso adecuado del programa de ejercicios en el hogar. Este estudio proporciono evidencias sobre la efectividad del programa de ejercicios realizado en casa como una herramienta valida para prevenir el dolor en el hombro en la poblacion de jugadores de baloncesto en silla de ruedas. espanolThe aim of the study was to assess the structure and content validity of a home-based exercise program, as an instrument to prevent of shoulder pain (SP) in wheelchair basketball players. The proposed program was designed considering previous studies but to be applied in this specific population and; it was composed by exercises based on active mobility (4 exercises), strengthening (5 exercises) and stretching (5 exercises) of the shoulder joint. An ad hoc questionnaire was administered to a convenience sample of 9 experts (1 rehabilitation physician,1 sport physician, 4 physiotherapists and 3 coaches) that fulfilled the defined inclusion criteria. The results showed that experts considered the shoulder home-based exercise program (SHEP) as adequate tool for SP prevention in WB; however, some experts suggested some changes to improve it. According to the qualitative analysis performed, findings revealed two main underlying factors such as “design” (content and structure) and “application” that could influence in the adequate use of the home-based exercise program. This study provided evidence that the presentedhome-based exercise program is a validate tool and could be a powerful tool to prevent shoulder pain in WB player’s population.

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.

espanolLa Educacion Fisica (EF) se muestra, a priori, como un area idonea para trabajar intervenciones educativas para facilitar la inclusion de alumnos con discapacidad, siendo las actitudes de los companeros sin discapacidad determinantes en este proceso. Este estudio presenta el analisis de validez y fiabilidad de la version espanola del cuestionario Children Attitude Integrated Physical Education- Revised (CAIPE-R; Block, 1995). Para ello se utilizo una muestra de 222 alumnos de EF en Educacion Secundaria Obligatoria de centros educativos de Madrid, compuesta por 117 varones y 105 mujeres, con edades comprendidas entre los 12 y los 18 anos (M=14.07; SD=1.31). Los resultados muestran la adecuada fiabilidad del cuestionario y la validez del constructo, con un buen ajuste al modelo. La escala adaptada arrojo una reduccion a 10 items, obteniendo una consistencia interna general por encima de 0.70, salvo en los items 2 y 8 de la escala general y el item 9 de la escala especifica. El estudio concluye que la version muestra una validez y fiabilidad adecuadas para detectar las actitudes hacia la inclusion de companeros con discapacidad en EF en el contexto espanol. EnglishPhysical Education (PE) seems, a priori, as a suitable area to work educational interventions to facilitate the inclusion of students with disabilities, being peer´s attitudes determinant in this process. This study presents the validity and reliability analysis of the “Children Attitude Integrated Physical Education-Revised (CAIPE-R)” questionnaire (Block, 1995) to the Spanish educational context. For this purpose, a sample of 222 PE´s students from high school in Madrid was studied, composed of 117 men and 105 women, aged between 12 and 18 years (M=14.07; SD=1.31). The results showed adequate questionnaire reliability and construct validity, with a good fit to the model. The adapted scale showed a reduction to 10 items, obtaining a general internal consistency above 0.70, except for items 2 and 8 of the general scale and item 9 of the specific scale. The study concluded that this instrument has adequate validity and reliability to detect children´s attitudes towards inclusion of peers with disability in PE in the Spanish context.

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 chicos 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 hacia las personas con discapacidad" (Reina, López, Jiménez, García-Calvo, y Hutzler, 2011) aplicándolo antes de la intervención, después y pasados 9 meses de la misma, a los 21 participantes sin discapacidad (17 hombres y 4 mujeres), con edades comprendidas entre los 8 y los 14 años. Se aplicó la prueba de Wilcoxon y ANOVA de medidas repetidas, estableciendo el nivel de confianza en p≤0,05. Los resultados muestran que se registran cambios significativos en positivo tras la actividad a favor de la actitud hacia las personas con discapacidad, además de mantenerse dichos cambios en el tiempo. Por tanto, podemos afirmar que el diseño propuesto, llevado a cabo en este Campus Inclusivo de Baloncesto, se muestra eficaz a la hora de favorecer los beneficios de la inclusión en contextos de iniciación deportiva.AbstractThe aim of this study was to design and to implement an intervention program as a model of inclusive sport, analyzing its impact on the attitude towards disability in children who have no disability. For this purpose, was implemented the "Inclusive Basketball Campus", organized by the Real Madrid Foundation, where basketball as inclusive sport provides a context for normalizing practice, since to this activity is attended by participants with and without physical disabilities. The study design was experimental, using the "Survey of attitudes towards people with disabilities" (Reina, López, Jiménez, García-Calvo, & Hutzler, 2011) applying before intervention, just after intervention and 9 months later on a sample of 21 participants without disabilities (17 males and 4 females) aged between 8 and 14 were studied. Wilcoxon and ANOVA´s repeated test was applied, setting the confidence level at p≤0.05. The results show that there are significant changes after the activity in positive attitude changes towards people with disabilities, and these changes keep in time. Therefore, it can be stated that the proposed design, carried out in the Inclusive Campus Basketball, shown effective in promoting the benefits of inclusion in the context of initiation to sports.