# From Theory to Practice in Inclusive Education: Effects of a Consecutive Training Pathway in Physical Activity and Sport Sciences Students

## TL;DR

This study examines how a training program in inclusive education affects university students' academic and professional development over a year.

## Contribution

The study provides longitudinal evidence on the effects of a consecutive training pathway in inclusive physical activity education.

## Key findings

- Students showed significant improvements in inclusive practice dimensions like methodology and community participation.
- Perceived adequacy of theoretical training increased progressively, while practical training improved initially and then stabilized.
- Academic self-concept and self-efficacy decreased significantly during the training pathway.

## Abstract

Introduction: Despite the growing emphasis on inclusion, evidence on the longitudinal effects of consecutive training pathways in physical activity remains limited, particularly within initial university-level education. Objective: To assess the impact of a consecutive inclusive physical activity training pathway on the academic and professional development of Physical Activity and Sport Sciences students, focusing on academic self-concept, perceptions of educational inclusion, and evaluations of theoretical and practical training. Method: A longitudinal, quantitative repeated-measures design was employed across one full academic year. University students responded to questionnaires at three time points (R1, R2, and R3), corresponding to key phases of the training pathway. Within-subject analyses were conducted to examine changes over time throughout the complete course sequence. Results: Significant reductions were observed in academic self-concept, perceived academic performance, and academic self-efficacy across the training pathway. Concurrently, significant improvements were found in key dimensions of inclusive practice, particularly in methodology, supports, and community participation, whereas the conception of diversity remained stable. Perceived adequacy of theoretical training increased progressively over time, while perceived adequacy of practical training improved following the first course and subsequently stabilized. Conclusions: The training pathway positively influences students’ preparedness for inclusive education. However, the findings suggest the need to strengthen structured practical experiences that facilitate the transfer of learning to professional practice.