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Education Sciences
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Equity and Inclusion in Physical Education: Challenging Power Structures and...
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Equity and Inclusion in Physical Education: Challenging Power Structures and Fostering Equal Opportunities for Diverse Students

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: 31 May 2025 | Viewed by 1672

Special Issue Editor

Prof. Dr. Sebastian Ruin

E-Mail Website
Guest Editor
Department of Human Movement Sciences, Sport and Health, Universitat Graz, Graz, Austria
Interests: diversity and inclusion in PE and sports; conceptualizations of the body in sports pedagogy; body, movement and experience in digital contexts; qualitative methodology

Special Issue Information

Dear Colleagues,

Global demands to ensure inclusive and equitable education, such as those formulated in UNESCO's fourth Sustainable Development Goal, are relevant to all areas of school education. Physical education (PE), which deals specifically with the physical aspects of human existence, plays an important role in this context. It has the potential to initiate educationally relevant experiences of emotional, social and health-related significance, which are of great importance in today’s society. At the same time, however, international research shows that discriminatory potential often unfolds in the context of PE, precisely because of the special reference to the body. Existing power structures appear to be reproduced here through body- and performance-related norms (e.g., heteronormative, ableist ideas). As a result, PE risks (re)producing discriminatory practices.

It is advisable for PE research to question existing power structures and find ways to promote equal opportunities. Therefore, in this Special Issue, original research articles (qualitative, quantitative and theoretical) in the following three areas are welcome:

  • Fundamental diversity and inclusion issues in PE:
    • (Re)production of power structures;
    • Discriminatory potentials and/or practices;
    • Diverse experiences with diverse bodies;
    • …
  • Intersectionality in PE:
    • Intersectionality as a phenomenon;
    • Diversity categories and their intersections;
    • Diversity categories and their connection to power structures;
    • …
  • Promoting equity in PE:
    • Insights into overcoming discriminatory power structures and promoting equal opportunities;
    • Conceptual approaches to equity and inclusion;
    • Equity and inclusion in the education of physical education teachers;
    • …

The articles could be (but are not limited to) within the following categories:

  • Qualitative research on diversity and intersectionality in PE;
  • Qualitative research on subject-specific aspects (e.g., body and performance relatedness);
  • Quantitative research on equity and inclusion in PE;
  • Theoretical work on diversity, intersectionality, equity and inclusion in PE;
  • Curriculum analysis on diversity, equity and inclusion in PE;
  • Theoreti­cally founded conceptual work on the promotion of equality and inclusion in PE.

Yours faithfully,

Prof. Dr. Sebastian Ruin
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • equity
  • inclusion
  • diversity
  • power structures
  • physical education
  • body

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (2 papers)

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Research

18 pages, 1109 KiB  
Article
Effects of a School Internship on Situation-Specific Skills for an Inclusive PE—Evaluation of a PETE Concept for Prospective PE Teachers
by Jan Erhorn, Wiebke Langer, André Meister, Katharina Pöppel and Daniel Wirszing
Educ. Sci. 2025, 15(5), 540; https://doi.org/10.3390/educsci15050540 (registering DOI) - 27 Apr 2025
Viewed by 153
Abstract
The development of situation-specific skills in prospective physical education (PE) teachers is crucial for effective inclusive PE. While research emphasizes the need for such competencies, there is a gap in understanding how school internships contribute to their development. The present study evaluates the [...] Read more.
The development of situation-specific skills in prospective physical education (PE) teachers is crucial for effective inclusive PE. While research emphasizes the need for such competencies, there is a gap in understanding how school internships contribute to their development. The present study evaluates the impact of a teaching sequence, combining a seminar with a supervised school internship, on the situation-specific skills of prospective PE teachers in inclusive PE. Building on the Qualification of Prospective PE Teachers for Inclusive PE (QiPE) project, this study employs a quasi-experimental longitudinal design with an intervention group (IG) and a control group (CG) across three measurement points (t0, t1, t2). The intervention consists of a university seminar (t0–t1) followed by a supervised school internship (t1–t2). Situation-specific skills are assessed using three scales—Recognition; Individual Support; and Participation—developed based on video-recorded PE lessons and expert evaluations. Statistical analyses include mixed-model ANOVAs and robust Welch’s tests to determine the effectiveness of each intervention phase. The seminar (t0–t1) significantly improved situation-specific skills in the IG across all three scales: Recognition (η2p = 0.17), Individual Support (η2p = 0.04), and Participation (η2p = 0.13). The supervised internship (t1–t2) showed a sustained effect for Participation, stabilized the effect for Recognition, but led to a slight decrease in Individual Support. A teaching sequence combining a seminar and a school internship can effectively promote situation-specific skills for inclusive PE, with the seminar demonstrating a strong initial impact. The supervised school internship particularly enhances skills related to Participation. Further research is needed to optimize the internship component, especially for Individual Support, and to explore the influence of mentor support and beliefs on skill development. Full article
(This article belongs to the Special Issue Equity and Inclusion in Physical Education: Challenging Power Structures and Fostering Equal Opportunities for Diverse Students)
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12 pages, 248 KiB  
Article
Inclusive Education and Physical Education in Spain: A Qualitative Analysis of Teachers’ Perspectives
by Pablo Saiz-González, Sara de la Fuente-González, Jacob Sierra-Díaz and Pablo Uría-Valle
Educ. Sci. 2025, 15(1), 108; https://doi.org/10.3390/educsci15010108 - 20 Jan 2025
Viewed by 1050
Abstract
This study examined the perceptions of physical education teachers regarding inclusive education in their classes. A qualitative, cross-sectional design was employed, using a digital survey with an open-ended question designed to explore barriers and needs in implementing inclusive practices. Thematic content analysis was [...] Read more.
This study examined the perceptions of physical education teachers regarding inclusive education in their classes. A qualitative, cross-sectional design was employed, using a digital survey with an open-ended question designed to explore barriers and needs in implementing inclusive practices. Thematic content analysis was conducted to identify key themes from the responses. Seventy-five in-service physical education teachers from diverse educational contexts in Spain participated, sharing their experiences and challenges. Participants expressed genuine interest in receiving training and incorporating inclusive principles into their practices. However, structural limitations, such as high student–teacher ratios and insufficient specialized resources, significantly hindered their ability to implement these strategies effectively. Persistent challenges, including excessive workloads and the lack of support personnel, were reported, leading to frustration in their efforts to provide an equitable education for all students. Although focused on the Spanish context, these findings resonate with international research, highlighting similar structural barriers to inclusive education. This study underscores the need for ongoing, discipline-specific training for physical education teachers, supported by strong institutional commitments to ensure the provision of adequate human and material resources. Without such support, the burden on teachers remains disproportionate and ultimately unfair, hindering progress towards a truly inclusive educational environment. Full article
(This article belongs to the Special Issue Equity and Inclusion in Physical Education: Challenging Power Structures and Fostering Equal Opportunities for Diverse Students)
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