Assignment Part 1.2 Structure Robles Fernandez

Assignment Part 1.
Name: Javier Ignacio Robles Fernández
Aim of the review:
Concepts of exclusion and inclusion have been constructed and used to discuss identity
markers such as social class, race, gender, nationality, and physical condition. Particularly, in
Physical education (PE), this concept of exclusion and inclusion, and the variety of meanings
associated with them, may hinder our ability to develop, as a field, an understanding more
than just the “spaces” that disabled people have access to. According to research,
implementation of inclusive sports programs is a key component of inclusive education,
where participation in such extracurricular activities has a wide range of positive impacts on
children, including improved health, overall development, and well-being. The aim of this
study is to highlight the importance of the promotion of physical activity in schools, and more
importantly the promotion of equity, acceptance, and the feeling of belonging among youth
with disabilities.
Contents / Sub-Contents:
1.- Inclusion and exclusion
1.1 Effects of inclusion and exclusion on mental health
1.2 Inclusion in school programs
2.- Youth with intellectual or physical disabilities
2.1 Programs related to
2.2 Physical education in youth, anti-disablism
Conclusions:
Development of PE programs based on inclusion are a key factor in building societies

with more equity, acceptance, and equality. Furthermore, inclusion of youth with intellectual
and physical disabilities in schools helps them to face future social challenges that are largely
the result of misperceptions about ability and disability in our society.
The awareness of the problematic, is a first step of the develop of new strategies in
schools and from the PE, to reflex and discuss about our differences.
References:
1) Design of a Methodological Intervention for Developing Respect, Inclusion and

Equality in Physical Education (Muñoz-Llerena, A., Pedrero, M., Flores-Aguilar, G.
&
López-Meneses, E., 2022)
https://www.scopus.com/record/display.uri?eid=2-s2.0-
85122161193&origin=resultslist&sort=plf-
f&src=s&st1=inclusion+AND+in+AND+youth+sports&nlo=&nlr=&nls=&sid=0ff37
6741b56111b320292245e7a0a7f&sot=b&sdt=b&sl=48&s=TITLE-ABS-KEY
%28inclusion+AND+in+AND+youth+sports
%29&relpos=53&citeCnt=1&searchTerm=
How to design interventions about inclusion in PA.
2) When the Normative Is Formative: Parents’ Perceptions of the Impacts of Inclusive
Sports Programs (Rodriquez, J., Lanser, A., Jacobs, H., Smith, A. & Ganguly, S.,
2022)
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92245e7a0a7f&sot=b&sdt=b&sl=48&s=TITLE-ABS-KEY
How parents perceived improvements of social and emotional skills on youth with
intellectual and developmental disability (IDD).
3) Promoting the Participation of Children and Adolescents with Disabilities in Sports,
Recreation, and Physical Activity (Carbone, P., Smith, P., Lewis, C., LeBlanc, C.,
2021)
Benefits of PA on children and adolescents with disabilities (CWD)
4) Sport, disability and (inclusive) education: critical insights and understandings from
the Playdagogy programme (Sandford, R., Beckett, A. & Giulionatti, R., 2022)
Playdagogy, as an educational programme based on sports for disabled people
5) Disability and youth sport (Fitzgerald, H., 2008)
84909099556&origin=reflist&sort=plf-
%28inclusion+AND+in+AND+youth+sports%29
Book, General topic about disability, sports, and youth.
6) Systematic Review of Health Organization Guidelines Following the AMSSM 2019
Youth Early Sport Specialization Summit (Herman, D., et all., 2022)
Guidelines for youth sports from Health Organization. Systematic Review.
7) Exclusion, inclusion and belonging in mainstream and disability sport: Jack’s story
(Maher, A., Mcveigh, J., Thomson, A. &Knight, J., 2022).
Ableism experiences of the view of an adult with cerebral palsy (CP) on his
experiences as young playing football.
8) The Special Olympics Unified Champion Schools Program and High School
Completion (Yin, M., Siwach, G., Belyakova, Y., 2022)
Unified Champion Schools (UCS) a Special Olympics Program designed to foster
social inclusion. Results on the graduation rate increasement.
9) A systematic review of disability awareness interventions for children and youth
( Lindsay, S., Edwards, A., 2013)
Review of how lack of knowledge about disability can adversely impact toward
people with those.
10) Exploring experiential elements, strategies and outcomes of quality participation for
children with intellectual and developmental disabilities: A systematic scoping review
(Bruno, N., et all., 2022)
Quality participation, as a measured of inclusion on PA for children with intellectual
disability and developmental disabilities.
11) This child can: participation in sport for children with vision impairment (Holton, S.,
2022)
How children with vision impairment also experience barriers on access to sport and
PA.
12) Transgressive Behavior in Dutch Youth Sport (Schipper-van Veldhoven, N., et all.,
2022)
How disabled athletes also reported more experiences of transgressive behaviors in
their sport.
13) Clinical Outcome following Sport-Related Concussion among Children and
Adolescents with a History of Prior Concussion: A Systematic Review (Cook, N., et
all. 2022)
How important is after a concussion to continue PA in Children and Adolescents.
14) The challenges of promoting social inclusion through sport: The experience of a
sport-based initiative in Italy (D’Angelo, C., Corvino, C & Gozzoli, C., 2021).
The main findings indicated the emergence of four challenges: limited transferability
of program outcomes for youth in living conditions of severe vulnerability; drop-out
of youth in living conditions of severe vulnerability; limited sustainability of program
social workers; lack of sports club management skills.
15) Experience of sports coaches and parents in the inclusion process of children and
youth with Down syndrome in Puerto Rico (Pagán, O., Rivera, L.M., De Llovio del
Río, B., Vélez, Jimenez L.M., 2021).
The purpose of this qualitative research with phenomenological design was to explore
and describe the experience of parents and coaches of sports teams in Puerto Rico, in
the inclusion process of children and young people with Down syndrome.
16) “How can we make it work for you?” Enabling sporting assemblages for disabled
young people (Carrol, P., Witten, K. & Duff, C., 2021).
this paper explores the material, social and affective dimensions of ‘enabling’ and
‘disabling’ sporting assemblages.
17) Promoting social inclusion through unified sports for youth with intellectual
disabilities: A five-nation study (Mcconkey, R., Dowling, S., Hassan, D., Menke, S.
2013).
84883055198&origin=resultslist&sort=cp-
Unified Sports does provide a vehicle for promoting the social inclusion of people
with intellectual disabilities that is theoretically credible in terms of social capital
scholarship and which contains lessons for advancing social inclusion in other
contexts.
18) Sense of belonging: is inclusion the answer? (D’Eloia, M., Price, P., 2018)
Research on inclusive camps has shown mixed results, with some studies suggesting
that children with disabilities continue to experience exclusion from physical activity
and leadership opportunities, social isolation, and stigma.

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Assignment Part 1.

Name: Javier Ignacio Robles Fernández

Aim of the review:

1.- Inclusion and exclusion

1.1 Effects of inclusion and exclusion on mental health

1.2 Inclusion in school programs

2.- Youth with intellectual or physical disabilities

2.1 Programs related to

2.2 Physical education in youth, anti-disablism

Development of PE programs based on inclusion are a key factor in building societies

1) Design of a Methodological Intervention for Developing Respect, Inclusion and

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