Apolinar Varela

Community-based adapted sport programmes play an important role in promoting social inclusion, participation, and well-being among people with intellectual disabilities. However, limited attention has been paid to the professional profile of the staff responsible for delivering these programmes. This study aimed to identify the professional profile of staff involved in the More Than Just Tennis programme by examining their sociodemographic characteristics, motivation towards programme involvement, and professional development requirements. A qualitative single-case study was conducted involving 19 staff members from six Spanish regions. All 19 participants provided sociodemographic data; the qualitative analytical dataset comprised 12 fully transcribed and coded interview sessions involving 13 participants. Data were analysed through deductive–inductive thematic coding, including frequency and code co-occurrence analyses. The findings show that participants reported high levels of commitment, satisfaction, and intention to remain involved in the programme. Compared with professional pathways commonly described in the literature on competitive adapted sport and Paralympic contexts, the MTJT professionals in this study more frequently appeared to enter the sport domain from disability-support and educational backgrounds. Within the MTJT case, the study identifies a distinctive professional profile and the need for development pathways combining expertise in intellectual disability support, adapted physical activity, and sport pedagogy.

Background/Objectives: Developmental Coordination Disorder (DCD) affects approximately 5% of children globally and is characterized by motor difficulties that can negatively impact physical activity levels and increase the risk of obesity. Understanding the behavioral and physiological profiles of children with DCD is essential for early intervention. This cross-sectional study compared physical activity, dietary habits, and obesity indicators between children with DCD and their typically developing (TD) peers. Methods: A total of 243 children (134 boys, 109 girls) aged 6.65 to 11.65 years (M = 9.50, SD = 1.38) from two mainstream schools in the Chartered Community of Navarre, Spain, participated in the study. Children with conditions that could explain poor motor development were excluded based on DSM-5 Criterion D. Motor competence was evaluated using the FUNMOVES (n = 243) and MABC-2 tools (n = 49). Physical activity was assessed using the Physical Activity Questionnaire for Children (PAQ-C), dietary habits with the Krece Plus questionnaire, and obesity indicators through bioimpedance analysis (Body Mass Index and body fat percentage). Regression analyses were adjusted for age and sex. Results: Children classified with probable DCD (pDCD) using FUNMOVES showed significantly higher BMI (95% CI: 0.96 to 4.30 kg/m²) and body fat percentage (95% CI: 3.99 to 10.24%) than TD peers. Differences in physical activity were not statistically significant between DCD and TD (95% CI: −0.68 to 0.01. No significant differences were found in dietary quality. When assessing motor development with MABC-2, the results followed similar trends but lacked statistical significance. Conclusions: Children with DCD are at increased risk of overweight and obesity, primarily due to lower physical activity rather than dietary differences. Early identification and targeted interventions are essential to promote healthier lifestyles in this population.

The document describes a university project focused on inclusive and sustainable physical education (PE) for individuals with intellectual disabilities (ID). Through a service-learning (SL) approach, students designed motor games using recycled materials, promoting physical activity, inclusion, and sustainability. The project combined theoretical learning with practical experiences, involving direct interaction with athletes with ID. It emphasized the importance of sustainable, inclusive PE in teacher training and highlighted the need for future educators to develop skills in diversity and adaptive PE.

Introduction: Self-determination theory (SDT) highlights the importance of satisfying people’s basic psychological needs (BPN) (autonomy, competence and relatedness) in order to ensure their personal growth and wellbeing. In this regard, sport and physical activity (PA) have been shown to offer significant health benefits, particularly in the case of people with intellectual disability (ID), among whom the benefits are even more noticeable owing to their low levels of PA, sedentary lifestyle, limited opportunities to exercise, and consequently lower quality of life. The aim of this study is to assess the impact of the Más Que Tenis (“More Than Just Tennis”) inclusive recreational sports programme on the satisfaction of BPN among athletes with ID, taking into account factors such as age, gender and type of activity.Methods: The sample for the study comprised 50 athletes (68% male) with ID (IQ: X = 54.33; sd = 13.43), aged 17–54 years. Data were collected using the Spanish version of the Basic Psychological Needs in Exercise Scale (BPNES), Kaufman Brief Intelligence Test (K-BIT), Satisfaction With Life Scale (SWLS), multidimensional AF5 self-concept scale, Vineland-3 Scale, and MABC-2 observation checklist.Results: High levels of satisfaction of all three BPN, with autonomy scoring lowest of the three. Gender was found to be a significant predictor, with men scoring higher in all BNP. Participants reported positive perceptions in relation to physical self-concept and satisfaction with life. In terms of adaptive behaviour, deficits were detected in relation to communication and daily living skills, but not in relation to interpersonal skills. With respect to motor behaviour, satisfaction of BPN was found to correlate more with dynamic environments than with static ones. The findings indicate the effectiveness of the Más Que Tenis programme in satisfying the BPN of people with ID. Participants reported improved physical skills, competence, social integration and interpersonal relations, though also insufficient autonomy in relation to choosing what exercises to do.Conclusion: Satisfaction of BPN through the programme was found to correlate positively with athletes’ satisfaction with life and adaptive development, leading to improved personal and neuropsychological wellbeing.

Little targeted research has been carried out on the role of sport in improving the social inclusion and integration of people with intellectual disability (ID). In order to fill that information gap, more studies are needed in sports programs designed specifically for people with ID. This research focuses on the Más Que Tenis recreational sports program with the aim of identifying the ways in which the program contributes to the integration of people with ID. The study uses a qualitative case study methodology, based on a sample of 21 athletes, 25 family members, and 19 program employees. The data collected from the study were analyzed using thematic coding and showed that socialization is both the primary function of the program and the main motivation for athletes' participation. The chapter concludes by highlighting the positive impact of the program on inclusion and integration, and areas for improvement in the future.

Introduction: this paper studies the effects of full COVID-19 lockdown of Spanish families affected the following aspects: play and school tasks time, school counselling to families and priorities of families regarding play, school tasks, and extracurricular activities. Method: quantitative. Online questionnaire administered during full lockdown in Spain to 622 participants with underage children. Conclusions: playtime increased signifi cantly and school tasks time grew moderately. Play counselling from schools increased during lockdown, although it did not become widespread.

En esta investigación nos aproximamos al papel de los directivos en escuelas secundarias latinoamericanas. Ser un líder en una escuela es un proceso lento que requiere del ejercicio de una serie de competencias para la gestión y administración, pero también de una serie de valores personales que caractericen su liderazgo en la comunidad y fomenten un clima apropiado para el aprendizaje. En este estudio indagamos sobre los valores que tratan de aplicar en su dirección y los retos que afrontan a la hora de construir una comunidad educativa. A través de un estudio de casos cruzado nos aproximamos a la realidad de siete directivos latinoamericanos. Para ello hemos optado por un enfoque cualitativo en el que las entrevistas semiestructuradas y la observación han sido nuestras técnicas de recogida de datos. En los hallazgos destacamos la importancia de la honestidad, la justicia o el coraje y la cordialidad como valores que imprimen a su gestión. Por otra parte, la resistencia docente, la falta de apoyo familiar, son factores clave para construir una comunidad unida. Palabras clave: Liderazgo, valores, educación secundaria, América Latina.

Desde tiempos inmemoriales, el desarrollo social y moral de la personaes un tema que preocupa a todo tipo corrientes filosóficas, pedagógicas,sociológicas o psicológicas. En esta investigación, medianteun estudio de casos cualitativo, nos proponemos averiguar cómo seexpresan las virtudes en el contexto de un instituto público mexicanode Educación Secundaria, a través de tres docentes de Formación cívicay ética. Constatamos la importancia de la reflexión del docente sobresu compromiso moral, ético y pedagógico con el contexto socioculturalque le rodea y cómo esto afecta a la práctica de determinadas virtudes.

Los patios de recreo deberían ser para los escolares un espacio de convivencia y participación pacífica con un marcado carácter lúdico, pero la realidad nos muestra que en muchas ocasiones estos espacios son un foco de graves conflictos y lugares en los que los juegos están reducidos a un pequeño abanico. Este tipo de situaciones limitan las posibilidades de desarrollo de las habilidades sociales y la adquisición de valores socioafectivos en la infancia. El juego popular como creación sociocultural es una manifestación que socializa y educa a las personas desde las primeras etapas vitales creando un mundo a nivel micro. Estos juegos permiten el desarrollo de la conciencia interior de cada persona de una forma lúdica. El ser humano gracias a relacionarse, posicionarse e integrarse en diferentes situaciones ante un grupo de iguales, aprende a asumir e interpretar diferentes roles dentro de la colectividad, los cuales conforman una parte fundamental de la socialización y educación de la persona. En esta investigación presentamos las experiencias realizadas en los patios de recreo en dos centros educativos de Educación Primaria en una comunidad rural en A Costa da Morte. En sendos casos una parte de los claustros de profesores detectan problemas de convivencia y conflictos constantes en los patios de recreo, que los obliga a tomar la iniciativa para reducir estas situaciones. Para reducir los conflictos en los recreos desarrollan en ambos casos unos programas de dinamización lúdica que tiene a los juegos populares como contenido central. Gracias al empleo de la microetnografía como metodología, nos servimos de las entrevistas etnográficas, semiestructuradas y de la observación participante para detallar el funcionamiento de cada uno de los programas, orígenes, desarrollo, problemas y logros conseguidos en estos programas. Como resumen de los resultados globales comprobamos que son los profesionales comprometidos con los programas los que mantienen el peso de éstos y que su continuidad en el tiempo en los centros depende de ellos; la implicación de los escolares asumiendo determinadas responsabilidades en los programas favorece el desarrollo de vínculos entre los escolares; la diversificación de la oferta lúdica implica a más escolares en los juegos de los recreos. Como conclusión principal podemos indicar que la aplicación de los juegos populares en los recreos ayuda a paliar los conflictos en los patios de recreo