Tchoukball as an alternative and inclusive sport for an education that respects differences

Abstract

This study focused on the goal of promoting inclusion and equitable participation in Tchoukball among 5th-grade students at Comfacesar Rodolfo Campo Soto School. A qualitative design was used with action research implementing four phases: diagnosis,
design, implementation, and evaluation. The study population included physical education teachers, psychologists, and the school principal. Reasonable adjustments were made to the Tchoukball rules to make the game more accessible, and practice strategies were designed to introduce students to the sport. Despite these efforts, challenges in equitable participation persist, such as the lack of access to adequate sports facilities. The most relevant findings revealed a commitment to inclusive education, but also the need to improve adaptation and flexibility in educational experiences, as well as addressing learning barriers, particularly those related to ADHD and behavioral problems.