Start Date
16-6-2025 3:30 PM
End Date
16-6-2025 5:00 PM
Abstract
The Disentangling Inclusion in Primary Physical Education (DIPPE) Erasmus+ study aimed at investigating teachers’ practices in Europe related to inclusion of children with additional needs (AN) in primary Physical Education (PE) and identifying supports that could enhance these practices. In the study it was identified that although inclusion was regarded as important, only 30% of children with AN were reported as being always included and engaged in PE (Marron et al., 2023).Teachers considered guidance on children’s motor needs and video-based resources particularly useful in promoting inclusion. The study highlighted that it is crucial that teachers are aware of the importance of questioning their practices especially the withdrawal of children from the PE lesson and concentrate on how activities and the environment may be best adapted to include children with AN further. The Irish results added to the European ‘call’ for specific support that led to the development of an online DIPPE website to further support teachers on inclusion in PE (Marron, 2023). The DIPPE website can assist in creating new opportunities for teachers to thrive in assisting in the delivery of quality Physical Education to all children. This presentation will focus on the practical implications of the research to tell the story of how how (i) the results of the research were acted upon and the challenges and (ii) how the online website toolkit is being disseminated by one University of primary teacher education in Ireland with (a) primary student teachers and (b) teachers.
Recommended Citation
Marron, Susan, "Research to Practice: An Opportunity to Support Teachers Further with Inclusion in Physical Education" (2025). International Symposium of Adapted Physical Activity and International Symposium on Physical Activity and Visual Impairment and Deafblindness. 31.
https://sword.mtu.ie/isapa/2025/day1/31
Research to Practice: An Opportunity to Support Teachers Further with Inclusion in Physical Education
The Disentangling Inclusion in Primary Physical Education (DIPPE) Erasmus+ study aimed at investigating teachers’ practices in Europe related to inclusion of children with additional needs (AN) in primary Physical Education (PE) and identifying supports that could enhance these practices. In the study it was identified that although inclusion was regarded as important, only 30% of children with AN were reported as being always included and engaged in PE (Marron et al., 2023).Teachers considered guidance on children’s motor needs and video-based resources particularly useful in promoting inclusion. The study highlighted that it is crucial that teachers are aware of the importance of questioning their practices especially the withdrawal of children from the PE lesson and concentrate on how activities and the environment may be best adapted to include children with AN further. The Irish results added to the European ‘call’ for specific support that led to the development of an online DIPPE website to further support teachers on inclusion in PE (Marron, 2023). The DIPPE website can assist in creating new opportunities for teachers to thrive in assisting in the delivery of quality Physical Education to all children. This presentation will focus on the practical implications of the research to tell the story of how how (i) the results of the research were acted upon and the challenges and (ii) how the online website toolkit is being disseminated by one University of primary teacher education in Ireland with (a) primary student teachers and (b) teachers.