Primary and Middle School Students' Views on Inclusive Physical Education: Perceptions, Practices, and Future Directions
Author(s)
Russo, Gabriele
Masini, Alice
Dallolio, Laura
Ceciliani, Andrea
Date Issued
2025
Type
article
Volume
11
Issue
11
Start Page
1
End Page
10
Journal
Abstract
Background: Physical Education (PE) classes are vital for nurturing students' social
development and promoting collaboration. This study examined how primary and middle
school students perceived PE classes, with a focus on collaboration, well-being and enjoyment,
teacher behavior, the inclusion of nondisabled and disabled students, and general class behavior.
Methods: One-hundred and seventy students (24 primary school and 146 middle school
students) were surveyed using a questionnaire.
Results: Exploratory Factor Analysis identified seven factors including: well-being, activities
for all students, teacher-oriented behavior, collaboration, and attention to students with
disabilities. Linear regressions on each identified Factor revealed higher well-being (Factor 1)
between primary and middle school students. In addition, the perceived well-being in PE
classes and staying together with classmates among younger middle school students was found
to be higher than that reported by their older counterparts in middle school. The analysis also
revealed that males perceived a higher well-being in PE classes than females.
Conclusion: The research underscores that primary and especially middle school PE teachers
should promote the well-being of students by creating inclusive and enjoyable PE classes. The
PE classes should consider the differences between sexes and the individual differences. Finally,
this research lays the foundation for future investigations to refine inclusive PE strategies and
improve students' well-being.
Subjects