Sport for Inclusive Education: Effects on Motor and Socio-Relational Skills
DOI:
https://doi.org/10.17309/tmfv.2026.5.06Keywords:
inclusion, special educational needs, motor competence, inclusive physical educationAbstract
Objectives. This exploratory feasibility study aimed to evaluate the applicability and effects on motor and socio-relational skills of an inclusive educational-motor intervention based on the game of boccia in lower secondary school.
Materials and Methods. The study involved 80 students divided into a control group (n=40) and an experimental group (n=40). ). In particular, the experimental group participated in a 12-week program, structured into 24 sessions, designed according to the principles of Physical Literacy, Universal Design for Learning, inclusive physical education and cooperative learning. Conversely, the control group followed the standard school physical education curriculum. Both groups underwent baseline, post-intervention, and follow-up assessments using the Movement Assessment Battery for Children - Second Edition (MABC-2) for motor competence and the Social Skills Improvement System (SSIS) for social skills. Additionally, structured observations were conducted throughout the intervention to monitor participation, peer interactions, and inclusive behaviors.
Results. The findings demonstrated the feasibility of the protocol within the school context and indicated potential improvements in motor competence, active participation, and peer relational dynamics in the intervention group.
Conclusions. Therefore, the program based on boccia emerges as a valuable educational strategy capable of promoting inclusive motor environments and supporting the overall development of students.
Downloads
References
Nzuza, Z., & Chitiyo, M. (2024). Cooperative learning as an approach to enhance the implementation of inclusive education. International Journal of Whole Schooling, 20(2), 1–15.
Özkan, Z., & Kale, R. (2023). Investigation of the effects of physical education activities on motor skills and quality of life in children with intellectual disability. International Journal of Developmental Disabilities, 69(4), 578–592. https://doi.org/10.1080/20473869.2021.1978267 DOI: https://doi.org/10.1080/20473869.2021.1978267
Latino, F., Tafuri, F., Maisuradze, M., & Tafuri, M.G. (2025b). Enhancing academic performance, cognitive functions, and mental well-being through active breaks: Evidence from a pilot study with university student sample. International Journal of Environmental Research and Public Health, 22(11), 1605. https://doi.org/10.3390/ijerph22111605 DOI: https://doi.org/10.3390/ijerph22111605
Kliziene, I., Emeljanovas, A., & Dubosas, M. (2023). School physical education program impact on psychological well-being and cognitive ability of primary school children. Physical Education Theory and Methodology, 23(2), 290–298. https://doi.org/10.17309/tmfv.2023.2.19 DOI: https://doi.org/10.17309/tmfv.2023.2.19
Latino, F., Tafuri, F., Maisuradze, M., & Tafuri, M.G. (2025a). School-based physical activity, cognitive performance and circadian rhythms: Rethinking the timing of movement in education. Children, 12(10), 1324. https://doi.org/10.3390/children12101324 DOI: https://doi.org/10.3390/children12101324
Schürer, S., & van Ophuysen, S. (2022). Relationship between group cohesion and social participation of pupils with learning and behavioural difficulties. European Journal of Special Needs Education, 37(5), 866–881. https://doi.org/10.1080/08856257.2021.1963150 DOI: https://doi.org/10.1080/08856257.2021.1963150
Martin Ginis, K.A., Ma, J.K., Latimer-Cheung, A.E., & Rimmer, J.H. (2016). A systematic review of review articles addressing factors related to physical activity participation among children and adults with physical disabilities. Health Psychology Review, 10(4), 478–494. https://doi.org/10.1080/17437199.2016.1198240 DOI: https://doi.org/10.1080/17437199.2016.1198240
Haegele, J.A., & Sutherland, S. (2015). Perspectives of students with disabilities toward physical education: A qualitative inquiry review. Quest, 67(3), 255–273. https://doi.org/10.1080/00336297.2015.1050118 DOI: https://doi.org/10.1080/00336297.2015.1050118
Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. https://doi.org/10.1080/20020317.2020.1729587 DOI: https://doi.org/10.1080/20020317.2020.1729587
Di Palma, D., & Tafuri, D. (2016). Special needs and inclusion in sport management: A specific literature review. Sport Science, 9(2), 24–31.
Jardinez, M.J., & Natividad, L.R. (2024). The advantages and challenges of inclusive education: Striving for equity in the classroom. Shanlax International Journal of Education, 12(2), 57–65. https://doi.org/10.34293/education.v12i2.7182 DOI: https://doi.org/10.34293/education.v12i2.7182
Liu, X., Han, H., Li, Z., Huang, S., Zhao, Y., Xiao, Q., & Sun, J. (2025). Barriers and facilitators to participation in physical activity for students with disabilities in an integrated school setting: A meta-synthesis of qualitative research evidence. Frontiers in Public Health, 13, 1496631. https://doi.org/10.3389/fpubh.2025.1496631 DOI: https://doi.org/10.3389/fpubh.2025.1496631
Dalgaard, N.T., Bondebjerg, A., Viinholt, B.C.A., & Filges, T. (2022). The effects of inclusion on academic achievement, socioemotional development and wellbeing of children with special educational needs. Campbell Systematic Reviews, 18(4), e1291. https://doi.org/10.1002/cl2.1291 DOI: https://doi.org/10.1002/cl2.1291
Beni, S., Fletcher, T., & Ní Chróinín, D. (2017). Meaningful experiences in physical education and youth sport: A review of the literature. Quest, 69(3), 291–312. https://doi.org/10.1080/00336297.2016.1224192 DOI: https://doi.org/10.1080/00336297.2016.1224192
Burton, A.M., Cowburn, I., Thompson, F., Eisenmann, J.C., Nicholson, B., & Till, K. (2023). Associations between motor competence and physical activity, physical fitness and psychosocial characteristics in adolescents: A systematic review and meta-analysis. Sports Medicine, 53(11), 2191–2256. https://doi.org/10.1007/s40279-023-01886-1 DOI: https://doi.org/10.1007/s40279-023-01886-1
Logan, S.W., Robinson, L.E., Wilson, A.E., & Lucas, W.A. (2012). Getting the fundamentals of movement: A meta-analysis of the effectiveness of motor skill interventions in children. Child: Care, Health and Development, 38(3), 305–315. https://doi.org/10.1111/j.1365-2214.2011.01307.x DOI: https://doi.org/10.1111/j.1365-2214.2011.01307.x
Fu, Q., Li, L., Li, Q., & Wang, J. (2025). The effects of physical activity on the mental health of typically developing children and adolescents: A systematic review and meta-analysis. BMC Public Health, 25(1), 1514. https://doi.org/10.1186/s12889-025-22690-8 DOI: https://doi.org/10.1186/s12889-025-22690-8
Wade, L., Eime, R., Pankowiak, A., Vella, S., Robinson, K., Kennedy, S., Parkes, R., & Eather, N. (2026). The impact of sports participation on psychological health and social outcomes in children and adolescents: A systematic review and update to the “Mental Health through Sport” conceptual model. Systematic Reviews, 15(1), 121. https://doi.org/10.1186/s13643-026-03104-1 DOI: https://doi.org/10.1186/s13643-026-03104-1
Qi, J., & Ha, A.S. (2012). Inclusion in physical education: A review of literature. International Journal of Disability, Development and Education, 59(3), 257–281. https://doi.org/10.1080/1034912X.2012.697737 DOI: https://doi.org/10.1080/1034912X.2012.697737
Kuspratiwi, F.W., Suherman, W.S., Komari, A., & Nevitaningrum, N. (2026). The effects of cooperative circuit games on fundamental motor skills and social-emotional learning in elementary school students. Pedagogy of Physical Culture and Sports, 30(2), 93–110. https://doi.org/10.15561/26649837.2026.0203 DOI: https://doi.org/10.15561/26649837.2026.0203
Ojeda-Troncoso, N., & Campos-Campos, K. (2025). Adapted sports-based games with cooperative and competitive approaches on social and motor skills in early primary school students. Perceptual and Motor Skills, 132(6), 1332–1350. https://doi.org/10.1177/00315125251342622 DOI: https://doi.org/10.1177/00315125251342622
Di Maio, G., Tafuri, M.G., Casillo, M., Messina, A., Allocca, S., Villano, I., Moscatelli, F., Monda, A., La Marra, M., & Monda, V. (2026). Physiological regulation of nutritional and metabolic biomarkers in obesity: Implications for precision nutrition. Nutrients, 18(6), 1014. https://doi.org/10.3390/nu18061014 DOI: https://doi.org/10.3390/nu18061014
Brown, T. (2021). Movement assessment battery for children: Second edition (MABC-2). In F.R. Volkmar (Ed.), Encyclopedia of autism spectrum disorders (pp. 3000–3018). Springer International Publishing. https://doi.org/10.1007/978-3-319-91280-6_1922 DOI: https://doi.org/10.1007/978-3-319-91280-6_1922
Elliott, S.N., & Gresham, F.M. (2021). Social skills improvement system. In F.R. Volkmar (Ed.), Encyclopedia of autism spectrum disorders (pp. 4474–4476). Springer International Publishing. https://doi.org/10.1007/978-3-319-91280-6_509 DOI: https://doi.org/10.1007/978-3-319-91280-6_509
Eldridge, S.M., Chan, C.L., Campbell, M.J., Bond, C.M., Hopewell, S., Thabane, L., & Lancaster, G.A. (2016). CONSORT 2010 statement: Extension to randomised pilot and feasibility trials. BMJ, 355, i5239. https://doi.org/10.1136/bmj.i5239 DOI: https://doi.org/10.1136/bmj.i5239
Julious, S.A. (2005). Sample size of 12 per group rule of thumb for a pilot study. Pharmaceutical Statistics, 4(4), 287–291. https://doi.org/10.1002/pst.185 DOI: https://doi.org/10.1002/pst.185
Catama, B.V. (2025). Universal Design for Learning in action: Exploring strategies, outcomes, and challenges in inclusive education. International Journal of Rehabilitation and Special Education (IJRSE), 5(2), 6–12. https://doi.org/10.48165/ijrse.2025.5.2.3 DOI: https://doi.org/10.48165/ijrse.2025.5.2.3
Zach, S., Shoval, E., & Shulruf, B. (2023). Cooperative learning in physical education lessons – literature review. Frontiers in Education, 8, 1273423. https://doi.org/10.3389/feduc.2023.1273423 DOI: https://doi.org/10.3389/feduc.2023.1273423
Kasari, C., Rotheram-Fuller, E., Locke, J., & Gulsrud, A. (2012). Making the connection: Randomized controlled trial of social skills at school for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry, 53(4), 431–439. https://doi.org/10.1111/j.1469-7610.2011.02493.x DOI: https://doi.org/10.1111/j.1469-7610.2011.02493.x
Valle-Muñoz, V.M., Mendoza-Muñoz, M., & Villa-González, E. (2025). Physical literacy as a pedagogical model in physical education. Children, 12(8), 1008. https://doi.org/10.3390/children12081008 DOI: https://doi.org/10.3390/children12081008
Roberts, S.J., & Fairclough, S.J. (2012). A five-stage process for the development and validation of a systematic observation instrument: The system for observing the teaching of games in physical education (SOTG-PE). European Physical Education Review, 18(1), 97–113. https://doi.org/10.1177/1356336X11430653 DOI: https://doi.org/10.1177/1356336X11430653
Cairney, J., Dudley, D., Kwan, M., Bulten, R., & Kriellaars, D. (2019). Physical literacy, physical activity and health: Toward an evidence-informed conceptual model. Sports Medicine, 49(3), 371–383. https://doi.org/10.1007/s40279-019-01063-3 DOI: https://doi.org/10.1007/s40279-019-01063-3
Gilmore, S., Frederick, L.K., Santillan, L., & Locke, J. (2019). The games they play: Observations of children with autism spectrum disorder on the school playground. Autism, 23(6), 1343–1353. https://doi.org/10.1177/1362361318811987 DOI: https://doi.org/10.1177/1362361318811987
Herlitz, L., MacIntyre, H., Osborn, T., & Bonell, C. (2020). The sustainability of public health interventions in schools: A systematic review. Implementation Science, 15(1), 4. https://doi.org/10.1186/s13012-019-0961-8 DOI: https://doi.org/10.1186/s13012-019-0961-8
Qu, X. (2022). A critical realist model of inclusive education for children with special educational needs and/or disabilities. International Journal of Inclusive Education, 26(10), 1008–1022. https://doi.org/10.1080/13603116.2020.1760366 DOI: https://doi.org/10.1080/13603116.2020.1760366
Hale, G.E., Colquhoun, L., Lancastle, D., Lewis, N., & Tyson, P.J. (2021). Review: Physical activity interventions for the mental health and well-being of adolescents – a systematic review. Child and Adolescent Mental Health, 26(4), 357–368. https://doi.org/10.1111/camh.12485 DOI: https://doi.org/10.1111/camh.12485
Stodden, D.F., Goodway, J.D., Langendorfer, S.J., Roberton, M.A., Rudisill, M.E., Garcia, C., & Garcia, L.E. (2008). A developmental perspective on the role of motor skill competence in physical activity: An emergent relationship. Quest, 60(2), 290–306. https://doi.org/10.1080/00336297.2008.10483582 DOI: https://doi.org/10.1080/00336297.2008.10483582
Piotrowski, T., Makaruk, H., Tekień, E., Feleszko, W., Kołodziej, M., Albrecht, K., Grela, K., Makuch, R., Werner, B., & Gąsior, J.S. (2025). Fundamental movement/motor skills as an important component of physical literacy and bridge to physical activity: A scoping review. Children, 12(10), 1406. https://doi.org/10.3390/children12101406 DOI: https://doi.org/10.3390/children12101406
Qi, J., & Wang, L. (2018). Social interaction between students with and without disabilities in general physical education: A Chinese perspective. Physical Education and Sport Pedagogy, 23(6), 575–591. https://doi.org/10.1080/17408989.2018.1485139 DOI: https://doi.org/10.1080/17408989.2018.1485139
Bertills, K., Granlund, M., & Augustine, L. (2019). Inclusive teaching skills and student engagement in physical education. Frontiers in Education, 4, 74. https://doi.org/10.3389/feduc.2019.00074 DOI: https://doi.org/10.3389/feduc.2019.00074
Sedláčková, D., Kantor, J., Belkin, L., Marečková, J., Smrčková, A., Du, J., Li, J., Svobodová, Z., & Munn, Z. (2025). The experiences of students with physical disabilities in inclusive education: A qualitative systematic review. Educational Research Review, 49, 100715. https://doi.org/10.1016/j.edurev.2025.100715 DOI: https://doi.org/10.1016/j.edurev.2025.100715
Wang, Z., Huang, J., Wang, L., & Liu, C. (2025). Social participation for students with special needs in inclusive schools: A scoping review. International Journal of Developmental Disabilities, 71(5), 643–662. https://doi.org/10.1080/20473869.2023.2277602 DOI: https://doi.org/10.1080/20473869.2023.2277602
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Emma Saraiello, Mariam Maisuradze, Francesca Latino, Maria Giovanna Tafuri
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
