Quantitative and Qualitative tools for a physical education program that increases inclusion of children with disabilities

Aim: A small group of primary school students with disabilities was involved in motor tests, self-perception of effectiveness in school tasks and daily motor balance surveys. Tests were conducted at the beginning and at the end of a motor training period (6 months) to study the effect of physical activity on all features. Methods: The research studied the psychological effects on 114 certified (L.104/92) students (82 M + 32 F) of supervised physical activity (Perceived Self-efficacy_ASP, Physical Activity Enjoyment_PACES-It and Previous Day Physical Activity_PDPAR). The students (7-11 years old range) global fitness was also evaluated by: anthropometric measures (body mass index), skill (4 9 10 m shuttle run test_SRT) and health-related abilities using tests as the standing broad jump_SBJ and six-minute walking test_6MWT. Results: Except for 6MWT, data showed that there were no significant changes at the end of structured activities in most of the investigated psychophysical features (DPSBJ[M + F][90 =-0.2%;DPSRT[M + F][90 =-0.1%).6MWT(DP6MWT[M + F][90 =+19.2%) had significant increases in walking distance. The same happens in psychological surveys. Conclusions: The impossibility to verify changes in the psychophysical indexes we measured doesn’t mean that the activities carried out through the administered program did not lead to any effects or that the measuring procedures were incorrect. Indeed, the literature (1) suggest that, when disabilities are tested, it is necessary to adopt complex adaptation and interpretation strategies: we need an adaptation report to certify and to track the measurement, for better focusing the results of the motor tests (also in 6MWT) and a qualitative and narrative interview for psychological tests (2). On these basis, the design of future investigations we planned for the next school year, will encompass participant observation tools through observation grids with inclusion descriptors in order to highlight the inclusive effect of the physical activity (3). The new tools will be defined on the bases of the Grounded Theory (i.e. NVivo) and phenomenological analysis. References 1. Morin B. Adapt Phys Activ Q. 1985;2(1):43–55. 2. Croce RV. Percept Mot Skills. 2001 Aug;93(1):275–80. 3. Auxter D. (Eds.). (2005). New York: McGraw Hill Companies Inc.