Liu Xinyi, Han Haijun, Li Zhendong, Huang Shouzhen, Zhao Yijia, Xiao Qian, Sun Jingquan
Institute of Sports Science, Sichuan University, Chengdu, China.
School of Physical Education, Sichuan University, Chengdu, China.
Front Public Health. 2025 Mar 12;13:1496631. doi: 10.3389/fpubh.2025.1496631. eCollection 2025.
This review investigates the factors influencing the participation of students with disabilities (SWD) in physical activities (PA) within integrated school settings.
A keyword search of articles published up to May 2024 identified 22 studies meeting the inclusion criteria. Thematic synthesis was used to analyze the data, resulting in a dynamic theoretical model.
The model encompasses 19 themes, including an individual-level "Special factor" and three phases: perspectives from school administrators (First phase), a two-way dialogue between school management and staff (Second phase), and interactions among staff, SWD, and peers (Third phase). The final phase, based on basic psychological needs theory, identifies autonomy, competence, and relatedness needs.
The dynamic model highlights that no single factor fully explains SWD participation in PA within inclusive environments. Educators must consider physiological, behavioral, and cognitive aspects, as well as mediating factors and processes (three phases), to design tailored strategies that address SWD needs and foster a supportive environment.
本综述调查了影响残疾学生（SWD）在融合学校环境中参与体育活动（PA）的因素。
对截至2024年5月发表的文章进行关键词搜索，确定了22项符合纳入标准的研究。采用主题综合分析法对数据进行分析，得出一个动态理论模型。
该模型包含19个主题，包括个体层面的“特殊因素”以及三个阶段：学校管理人员的观点（第一阶段）、学校管理层与教职员工之间的双向对话（第二阶段）以及教职员工、残疾学生和同龄人之间的互动（第三阶段）。基于基本心理需求理论的最后一个阶段确定了自主性、能力和关联性需求。
该动态模型强调，没有单一因素能完全解释残疾学生在包容性环境中参与体育活动的情况。教育工作者必须考虑生理、行为和认知方面，以及中介因素和过程（三个阶段），以设计出满足残疾学生需求并营造支持性环境的量身定制策略。
