Baskin as an Inclusive Educational Laboratory in University Sport Sciences Education
DOI:
https://doi.org/10.17309/tmfv.2026.3.10Keywords:
inclusive sport, baskin, sport sciences, inclusive education, adapted physical activity, university educationAbstract
Background. Social inclusion is a central priority in educational and sport policies, aiming to create participatory environments that value diversity. Baskin, an innovative inclusive sport, enables individuals with and without disabilities to participate together through differentiated roles and adapted rules, fostering interaction and cooperation.
Objectives. This study aimed to evaluate the educational and social impact of a Baskin laboratory implemented within a university Sport Sciences course, with particular attention to students’ perceived inclusion, relational dynamics, and professional development.
Materials and Methods. A mixed-methods design was adopted. Quantitative data were collected using the Perceived Inclusion Questionnaire (PIQ), administered before (T0) and after (T1) the intervention. Qualitative data were gathered through systematic observations, reflective journals, and semi-structured interviews. The sample included 175 university students and 13 individuals with motor disabilities. Quantitative data were analyzed using paired-samples t-tests and Cohen’s d, while qualitative data were examined through thematic analysis.
Results. The results showed a statistically significant increase in perceived inclusion, social acceptance, and relational support (p < .001), with a large effect size (d = 0.82). Qualitative findings highlighted changes in students’ perceptions of disability, increased empathy, the development of professional competencies, and enhanced group cohesion. The laboratory promoted cooperative behaviors and reduced relational barriers.
Conclusions. The Baskin laboratory proved to be an effective pedagogical tool for inclusive education in Sport Sciences. It supports the development of relational, reflective, and professional skills while fostering meaningful inclusion through structured experiential learning.
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Copyright (c) 2026 Emma Saraiello, Federica Badii Esposito, Gianluca Gravino
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