Physical and Sports Activities as a Tool for Inclusion: Exploring Physiological and Psychosocial Benefits
DOI:
https://doi.org/10.17309/tmfv.2026.4.13Keywords:
inclusion, fundamental movement skills, cooperative learning, special educational needs (SEN)Abstract
Objectives. The main objective of the study is to promote the development of fundamental motor skills and social inclusion in primary school through the implementation of an inclusive educational intervention based on motor and sports activities.
Materials and Methods. The study employed a quasi-experimental design with an experimental group and a control group. A total of 80 fifth-grade primary school students participated in the study (40 in the experimental group and 40 in the control group), including 10 students with Special Educational Needs (SEN), with a mean age of 10.4 ± 0.5 years. The experimental group participated in a structured motor activity intervention. Fundamental motor skills were assessed using the TGMD-3, perceived inclusion was measured using the PIQ, and behaviours during activities were recorded through systematic observation. Assessments were conducted at pre-test (T0), post-test (T1), and follow-up (T2).
Results. The results showed significantly greater improvements in the experimental group than in the control group in fundamental motor skills, perceived inclusion, active participation, cooperation, and peer interactions. Observational data also confirmed higher-quality relational dynamics in the group that received the intervention.
Conclusion. In light of the findings, the structured motor intervention may produce positive effects on both the development of motor competencies and inclusive processes in primary school, simultaneously promoting motor learning, social participation, and educational inclusion, including among students with SEN.
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Copyright (c) 2026 Emma Saraiello, Francesca Latino, Giulia Amato, Maria Giovanna Tafuri
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