Effects of the inclusive mountain chair hiking programme: A Transcultural Approach to Social Inclusion in Asia and Spain
DOI:
https://doi.org/10.47197/retos.v68.110339Keywords:
mountain chair, inclusive hiking, accessibility, disability, awareness-raising, outdoor activitiesAbstract
Introduction: The planning and implementation of outdoor physical activities for people with disabilities depends on two key elements: the training of professionals and the available resources.
Objectives: This study analyses the impact of a training programme on the use of the Joëlette mountain chair and the key elements necessary to carry out these activities that aim to improve the inclusion of people with disabilities.
Methodology: The research was carried out in Spain and Lebanon, Mediterranean countries with contrasting cultural and social contexts. A training programme was carried out in each country with the participation of 40 people. Two focus group were held with eleven (n=11) participants after the implementation of the programme.
Results and Discussion: The results highlight that inclusive hiking with mountain chair is a powerful tool for promoting values such as teamwork, solidarity, socialization, and awareness towards people with disabilities. Additionally, significant differences were noted regarding accessibility difficulties in Lebanon, due to the complex political, social, and economic situation of the country. The need to invest in projects and training programs related to inclusion that facilitate access to natural environment for people with disabilities is emphasized.
Conclusions: It has been shown that inclusion through hiking with mountain chair is a real possibility in different contexts, contributing to fostering inclusive attitudes and reinforcing social cohesion.
References
Al-Harahsheh ST, Swart K, Neves J. & Shaban, S. (2022). Inclusion of persons with disability in sport: part 1 – rights and challenges. Qatar British Journal of Sports Medicine, 56, 1257-1258. https://doi.org/10.1136/bjsports-2022-106224
Baronio, G., Copeta,A., Motyl,B. & Uberti, S. (2017). Gölem Project: Concept and design of a trek-king/hiking wheelchair. Advances in Mechanical Engineering, 9 (11). https://doi.org/10.1177/1687814017730541
Bogado, D., & Villalba, F. J. (2023). Perfil psicosocial y deportivo en deportistas argentinos de alto ren-dimiento con discapacidad motora e intención de continuar la práctica deportiva en el futuro (Psychosocial and sports profile in high-performance Argentine athletes with motor disabilities and intention to continue practicing sports in the future). Retos, 50, 1204–1213. https://doi.org/10.47197/retos.v50.100328
Boletín Oficial del Estado (BOE). (2021). Ley Orgánica 7/2021, de 26 de mayo, de protección de datos personales tratados para fines de prevención, detección, investigación y enjuiciamiento de in-fracciones penales y de ejecución de sanciones penales. BOE, núm. 128, 27 de mayo de 2021. https://www.boe.es/eli/es/lo/2021/05/26/7
Boletín Oficial del Estado (BOE). (2020). Real Decreto 702/2019, de 29 de noviembre, por el que se establecen los títulos de Técnico Deportivo en Barrancos, Técnico Deportivo en Escalada y Técnico Deportivo en Media montaña y se fijan sus currículos básicos y los requisitos de acceso. BOE, (9), 2274-2470. https://www.boe.es/buscar/doc.php?id=BOE-A-2020-344
Bratman, G.N., Daily, G.C., Levy, B.J. & Gross, J.J. (2015). The benefits of nature experience: Improved affect and cognition. Landscape and Urban Planning, 138, 41-50. https://doi.org/10.1016/j.landurbplan.2015.02.005
Castillo-Retamal, F., Cruz-Morales, J., Toledo-Gutiérrez, F., Calquín-Pohl, E., Ávalos-Ramírez, B. & Corde-ro-Tapia, F. (2024). Educación física y necesidades educativas especiales: percepciones de pro-fesores sobre su nivel de preparación. Retos, 61, 384-395. https://doi.org/10.47197/retos.v61.108228
Christophersen, M. (2018). Implementation of the 2030 Agenda in Lebanon. In Pursuing Sustainable Development under Sectarianism in Lebanon (pp. 6–10). International Peace Institute. https://www.jstor.org/stable/resrep17506.6
Combaz, É. (2018). Situation of Persons with Disabilities in Lebanon. K4D Helpdesk Report. Brighton, UK: Institute of Development Studies.
Díaz-Pérez, J.C., Caballero-Julia, D., & Cuellar-Moreno, M. (2023). Revisión bibliográfica sobre la activi-dad física en el medio natural en Educación Física. Retos, 48, 807-815. https://doi.org/10.47197/retos.v48.95801
Dixon, K., Braye, S., & Gibbons, T. (2021). Still outsiders: The inclusion of disabled children and young people in physical education in England. Disability & Society 37:10, 1549-1567. https://doi.org/10.1080/09687599.2021.1907551
Fernández-Atienzar, D., González Lázaro, J. & Arribas-Cubero, H. (2018). Senderismo inclusivo: accesi-bilidad al medio natural en Castilla y León. EmasF. Revista Digital de Educación, 9(54), 41-49. https://www.researchgate.net/publication/336122304_Senderismo_inclusivo_accesibilidad_al_medio_natural_en_Castilla_y_Leon.
Fernández-López, J.A., Fernández-Fidalgo, M., Geoffrey, R., Stucki, G. & Cieza, A. (2009). Funcionamien-to y discapacidad: la clasificación internacional del funcionamiento (CIF). Revista Española de Salud Pública, 83(6), 775-783. http://scielo.isciii.es/scielo.php?script=sci_arttext&pid=S1135-57272009000600002&lng=es&tlng=es.
Frayha, N. (2003). La educación y la identidad: La historia y la política de la educación en el Lí-bano. Perspectivas: Revista Trimestral de Educación Comparada, 33(1), 77-88. UNESCO Inter-national Bureau of Education. https://unesdoc.unesco.org/ark:/48223/pf0000130146_spa
García-Calvo, T., et al. (2022). Las ciencias de la actividad física y del deporte en España: evolución, si-tuación actual y prospectivas. Encuentros Multidisciplinares, 24(70), 1-15. http://hdl.handle.net/10486/702737
García López, L. M., Gutiérrez, D., González-Martí, I., Segovia, Y. & MacPhail, A. (2023). Enhancing sport education experiences through service-learning. European Physical Education Review, 29(2), 215-232. https://doi.org/10.1177/1356336X221132770
García-Puello, F., Herazo-Beltrán, Y., Piñeres-Feria, K., Arteaga-Petro, J., Lizcano-Sánchez, A., Quintero-Contreras, D., & Sir-Ahumada, G. (2024). Relación entre niveles de actividad física y grados de discapacidad en personas adultas [Relationship between levels of physical activity and degrees of disability in adults]. Retos, 54, 791–797. https://doi.org/10.47197/retos.v54.101789 .
Gibbs, G. 2012. El análisis de datos cualitativos en investigación cualitativa. Ediciones Morata.
Goldenberg, M., Klenosky, D., O’Leray, J. & Templin, T.J. (2000). A Means-End Investigation of Ropes Course Experiences. Journal of Leisure Research, 32 (2), 208-224. https://doi.org/10.1080/00222216.2000.11949914
Goodwin, D., Peco, J. & Gintheer, N. (2009). Hiking Excursions for Persons with Disabilities: Experienc-es of Interdependence. Therapeutic Recreation Journal, 43(1), p.43.
González-Melero, E., Baena-Extremera, A. & Baños, R. (2023). Current situation of Physical Activity in the Natural Environment in Physical Education in Spain. Apunts Educación Física y Deportes, 153, 9-26. https://doi.org/10.5672/apunts.2014-0983.es.(2023/3).153.02
González-Rivas, R.A., Zueck Enríquez, M.C., Baena-Extremera, A., Marín Uribe, R., Soto Valenzuela, M.C. & Irigoyen Gutiérrez, H.E. (2021) Desarrollo de competencias en educadores físicos en forma-ción a través de la inclusión de programas de educación aventura en México. Retos, 42, 126-135. https://doi.org/10.47197/retos.v42i0.85840
Grassi-Roig, M., Pérez-Tejero, J. & Coterón, J. (2022). Efectos de una formación en inclusión sobre la autoeficacia del profesorado de Educación Física. Cultura, Ciencia y Deporte, 17 (51), 3-11. https://doi.org/10.12800/ccd.v17i51.1649
Hernández-Beltrán, V., Gámez-Calvo, L., Rojo-Ramos, J. & Gamonales, J. (2021). Use of the Joëlette as a way of inclusion. Review of the literature. E-motion, 16, 47-68. https://doi.org/10.33776/remo.v0i16.5127
Hurtado Barroso, M., Gónzalez Melero, E., Párraga Montilla, J. A., & Latorre Román, P. Ángel. (2024). La formación docente en actividades físicas en el medio natural en la Educación Física en España: Un análisis de los planes de estudio universitarios (Teacher training in outdoor and adventure education in Physical Education in Spain: An analysis of university curriculum plans). Retos, 56, 681–689. https://doi.org/10.47197/retos.v56.102899
INE. (2022). Encuesta de Discapacidad, Autonomía personal y Situaciones de Dependencia (EDAD). https://www.ine.es/prensa/edad_2020_p.pdf.
James, L., Shing, J., Mortenson, W.B., Mattie, J. & Borisoff, J. (2017). Experiences with and perceptions of an adaptive hiking program. Disabil Rehabil, 40(13), 1584-1590. https://doi.org/10.1080/09638288.2017.1302006
Jakubec, S. L., Carruthers Den Hoed, D., Ray, H. & Krishnamurthy, A. (2016). Mental well-being and qual-ity-of-life benefits of inclusion in nature for adults with disabilities and their caregiv-ers. Landscape Research, 41(6), 616–627. https://doi.org/10.1080/01426397.2016.1197190
Jiménez-Monteagudo, L. & Esteban, L. (2020). 6 Mountains as an inclusive way open to everyone: An analysis. In P. Vidal-González (Ed.), Hiking in European Mountains: Trends and Horizons (pp. 65-76). Berlin, Boston: De Gruyter. https://doi.org/10.1515/9783110660715-006
Lagos M., G., Gallardo R., R., Campos-Campos, K. & Luarte-Rocha, C. (2022). Barreras y facilitadores para la práctica de actividad física en niños y jóvenes con parálisis cerebral: una revisión sistemática. Revista Ciencias de la Actividad Física UCM, 23(2), julio-diciembre, 1-14. https://doi.org/10.29035/rcaf.23.2.9
Lakkis, S., Nash, G., El Sibai, N., & Thomas, E. (2015). Lebanon: Disability and Access to Information (Country report). London, UK: Article 19.
Lebanon Mountain Trail Association. (2022). Voices of the LMT Magazine 2022. https://api.lebanontrail.org/content/uploads/TheLmtaDirectory/065~210-Voices-of-the-LMT-Magazine-2022.pdf
Lieberman, L. Activities of daily living experienced through outdoor adventure activities: intentional instruction for individuals with disabilities. Journal of Outdoor and Environmental Educa-tion 25, 61–73 (2022). https://doi.org/10.1007/s42322-022-00097-y
Lieberman, L., Ericson, K., Perreault M., Beach, P., & Williams, K. (2023). You Feel a Sense of Accom-plishment”: Outdoor Adventure Experiences of Youths with Visual Impairments during a One-Week Sports Camp. International Journal of Environmental Research and Public Health 20, 5584. https://doi.org/10.3390/ijerph20085584
Menzies, A., Mazan, C., Borisoff, J.F., Mattie, J.L., & Mortenson, W.B. (2020). Outdoor recreation among wheeled mobility users: perceived barriers and facilitators. Disability and Rehabilitation: Assis-tive Technology 16(4), 384-390. https://doi.org/10.1080/17483107.2019.1710772
Mundet Bolós, A., Simó Solsona, M., Crespo Forte, R., Batalla Flores, A., & Lleixà Arribas, T. (2024). Acti-vidad física y resiliencia. Una práctica en Europa para la inclusión social (Physical activity and resilience. A practice in Europe for social inclusion). Retos, 53, 17–27. https://doi.org/10.47197/retos.v53.100245
Olayo, J.M (2020). 3 deporte inclusivo en el ocio y la recreación. Deporte inclusivo: Taller IAD: Cuader-nos de la CEDI-10.
Organización Mundial de la Salud (OMS). (2001). Clasificación Internacional del Funcionamiento de la Discapacidad y de la Salud: CIF. https://aspace.org/assets/uploads/publicaciones/e74e4-cif_2001.pdf
Organización Mundial de la Salud (OMS). (2023). Discapacidad. https://www.who.int/es/news-room/fact-sheets/detail/disability-and-health
ONU. (2019). Informe del Secretario General. Inclusión de la discapacidad en el sistema de las Naciones Unidas. Disability Inclusion Strategy. https://www.un.org/sites/un2.un.org/files/sp-un_disability_inclusion_strategy_report_01.pdf
Prescott, M., Routhier, F., Labbé, D., Grandisson, M., Mahmood, A., Morales, E., Best, K. L., Mostafavi, M. A., Borisoff, J., Gamache, S., Sawatzky, B., Miller, W. C., Bulk, L. Y., Robillard, J. M., Jenkins, H. T., Seetharaman, K., & Mortenson, W. B. (2022). Providing Accessible Recreation Outdoors-User-Driven Research on Standards (PARCOURS): Protocol for a Multiphase Study. JMIR research protocols, 11(3), e33611. https://doi.org/10.2196/33611
Rojo-Ramos, J., Manzano-Redondo, F., Adsuar, J. C., Acevedo-Duque, Á., Gomez-Paniagua, S. & Barrios-Fernandez, S. (2022). Spanish Physical Education Teachers' Perceptions about Their Prepara-tion for Inclusive Education. Children (Basel, Switzerland), 9(1), 108. https://doi.org/10.3390/children9010108
Taylor, S. J. & Bogdan, R. (1987). Introducción a los métodos cualitativos de investigación (Vol. 1). Bar-celona: Paidós.
Victoria Maldonado, J. A. (2013). El modelo social de la discapacidad: una cuestión de derechos huma-nos. Boletín mexicano de derecho comparado, 46(138), 1093-1109. http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S004186332013000300008&lng=es&tlng=es.
Vives, T. & Hamui, L. (2021). La codificación y categorización en la teoría fundamentada: Un método para el análisis de los datos cualitativos. Investigación en Educación Médica, 10(40), 97–104. https://doi.org/10.22201/fm.20075057e.2021.40.21367
World Food Programme. (2023). WFP Lebanon - Disability Inclusion. WFP. https://docs.wfp.org/api/documents/WFP-0000150569/download/
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Laura Jiménez, Héctor Esteve Ibáñez, Omar Sakr, Clara Climent Oltra

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.