Behavioral beliefs and attitudes of judo teachers regarding inclusion of participants with intellectual developmental disorders: insights from qualitative interviews
DOI:
https://doi.org/10.47197/retos.v59.107380Keywords:
judo, Intellectual Developmental Disorders, Inclusion, Physical Education, Qualitative Research, Teacher Attitudes, Theory of Planned Behavior, Behavioral BeliefsAbstract
This qualitative study investigates the behavioral beliefs and attitudes of judo teachers toward including individuals with intellectual developmental disorders (IDD) in their judo classes. Conducted across Slovenia, Portugal, France, and France-Polynesia, the research, within the Theory of Planned Behavior (TPB) framework, involved interviews with 21 judo teachers using a vignette of a judo practitioner with IDD. Data analyzed using NVivo (2020) highlighted that judo teachers generally view inclusion positively, noting enhancements in pedagogical skills and sensitivity alongside significant benefits for all participants. Judo teachers expressed that inclusion fosters empathy and group cohesion but also raises concerns about potential slowdowns in group progress and increased cognitive demands. Emotional responses varied from fulfilment and pride to concerns over inadequacy and group management. These findings suggest a need for targeted training and accommodations to address challenges and enhance the effectiveness of inclusion.
Keywords: Judo, Intellectual Developmental Disorders, Inclusion, Physical Education, Qualitative Research, Teacher Attitudes, Theory of Planned Behavior, Behavioral Beliefs
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