dc.contributor.author |
Fernández Cabrera, Jorge Miguel |
dc.contributor.author |
Rosa Sánchez, Carmen |
dc.contributor.author |
Jiménez, Francisco |
dc.contributor.author |
Navarro, Vicente |
dc.contributor.author |
Anguera Argilaga, María Teresa |
dc.date |
2012 |
dc.identifier |
https://ddd.uab.cat/record/105834 |
dc.identifier |
urn:oai:ddd.uab.cat:105834 |
dc.identifier |
urn:articleid:19885636v21n1p67 |
dc.identifier |
urn:oai:rpd.revistes.uab.cat:article/943 |
dc.format |
application/pdf |
dc.language |
spa |
dc.publisher |
|
dc.relation |
Revista de psicología del deporte ; Vol. 21, Núm. 1 (2012), p. 67-73 |
dc.rights |
open access |
dc.rights |
Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, sempre i quan aquestes es distribueixin sota la mateixa llicència que regula l'obra original i es reconegui l'autoria. |
dc.rights |
https://creativecommons.org/licenses/by-sa/3.0/ |
dc.subject |
Educació física |
dc.subject |
Inclusió |
dc.subject |
Discapacitat física |
dc.subject |
Sistema categòric |
dc.subject |
Physical education |
dc.subject |
Inclusion |
dc.subject |
Physical disability |
dc.subject |
Category system |
dc.subject |
Generalizability analysis |
dc.title |
Sistema de codificación y análisis de la calidad del dato para una intervención inclusiva en Educación Física |
dc.type |
Article |
dc.description.abstract |
This study analyzes the influence of an educational intervention to include students with physical disabilities in physical education in secondary education. Little or no involvement in this area may have negative effects on the development of basic motor skills and social relationships, as well as an adverse impact on the self, body image and confidence in these students' personal potential (autonomy). The research design followed an A-B model consisting in two teaching units mediated by collaborative action research. We present an ad hoc category system for observing, coding and analyzing the educational intervention. On the basis of these results, we conclude that adopting inclusive strategies within a collaborative process will not only promote the inclusion of students with disabilities in the sessions, but may be a model of lifelong learning that enables the improvement of teacher engagement with practice. |