Revisión sistemática sobre la percepción del profesorado y alumnado de la materia de Educación Física como facilitadora de una escuela inclusiva / Systematic review on the perception of teachers and students of the subject of Physical Education as a promoter of an inclusive school

Actualmente la educación inclusiva es uno de los grandes retos en la comunidad educativa. El objetivo principal de esta investigación analizar las publicaciones que investigaron la percepción del alumnado y profesorado en la educación física sobre la escuela inclusiva en el contexto español. Se llevó a cabo una revisión sistemática, donde se empleó la declaración de PRISMA para analizar la inclusión percepción del profesorado y del alumnado en la Ed. Fís en la literatura científica española. Los resultados más relevantes muestran que las clases de Ed. Fís son un escenario idóneo para el desarrollo de la inclusión educativa, siendo esto percibido tanto por el profesorado como el alumnado, quienes además refuerzan que se adaptan de manera adecuada cuando se adaptan los contenidos en las clases. Por último, las investigaciones muestran que el docente tiene un papel fundamental en el desarrollo de las clases, debiendo ser capaz de integrar, siendo su formación en materia de inclusión un aspecto a mejorar. (AU)

Inclusive education is currently one of the major challenges in the education community. The main objective of this research was to analyse the importance of the subject of physical education (PE) within the current inclusive school through students and teachers. A systematic review was carried out, using the PRISMA statement to analyse teacher and student perceptions of inclusion in PE spanish literature. The most relevant results show that PE classes are an ideal setting for the development of inclusive education, being this perceived by both teachers and students, who also reinforce that they adapt appropriately when content is adapted in the classes. Finally, research shows that the teacher has a fundamental role in the development of classes, and must be able to integrate, with their training in inclusion being an aspect to be improved. (AU)

The Perception of Grassroots Coaches of Spanish Professional Clubs on the Process of Training Young Players.

(1) The aims of this study were to find out the perception of the coaches of male and female football players in the initiation stage of Spanish professional clubs about different factors of the training process (context, talent development, and methodology), and to identify possible differences according to age/category (U10s: 8-10 years old, and U12s: 10-12 years old) and gender (male and female). (2) For this purpose, a questionnaire of 57 questions grouped into seven dimensions was applied, selecting for this work those related to talent development, training methodology, and social context. A total of 153 coaches from top-level Spanish professional clubs participated in the study: the first and second male division and the first female division. (3) The coaches consider that genetic inheritance is more important than contextual variables in the development of sporting talent. On the other hand, they do not show a clear consensus on whether players who perform better in the initiation stage have a greater chance of reaching the elite. (4) In addition, they value decision-making and technical qualities as fundamental factors in the development of talent rather than physical preparation.