Inclusion in physical education and sport

Abstract

There is an international consensus that physical activity and sport can be used as strategies for social inclusion, as well as that people with disabilities have the capacity to participate in these activities. However, interventions based on physical activity and sport and their processes that can influence inclusive outcomes are yet to be continuously and comprehensively investigated. The aim of this paper is to point out the problems and perspectives of the development of inclusive physical education and sport by providing an overview of scientific production sources from international scientific conferences, scientific journals in the field of sports and social sciences, as well as reference literature. Data were collected by reviewing available print sources and electronic databases suh asERIC, JSTOR, and Google Scholar etc., using relevant keywords. The results indicate that there are several factors which influence physical education and its teaching methods in an inclusive educational context (attitudes of students and teachers, teachers' competencies, approachability, etc.), and that inclusion in sport is dependent on both personal (nature of the disability, health, motivation, etc.) and social environment factors (accessibility, creating and implementing planned physical activities adapted for students with disabilities, etc.).