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THE INCLUSIVE VALUE OF SPORT IN PROMOTING HEALTH 

AND SOCIAL PARTICIPATION 

 
Prof. Luca Emanuele Romano 

Department of Educational Sciences and Psychology 

University of Naples Parthenope, Naples, Italy 

  
Keywords:     

Sport, Inclusion, 

Pedagogy  

  

  

Abstract   

The paper underlines the importance of motor and sports activity as a 

tool for social inclusion and the promotion of healthy lifestyles. The 

inclusive approach to sport includes education for the practice of sport 

at different levels, ranging from initial physical education to 

orientation towards sport and its specialized practice. This 

educational path is designed to allow everyone to participate and 

progress according to their maturity and function. In addition, it is 

emphasized that the practice of sport by people with disabilities or with 

any other form of physical, social, economic or psychic deficit requires 

a paradigm that promotes the recognition of the entire identity and 

social inclusion. This approach to sport represents a significant change 

from a traditional view of sport oriented exclusively towards 

professional competition and highlights the importance of using sport 

as a tool to improve health, promote social inclusion and foster 

education at all levels.   

 
  

Introduction   

Motor-sports activities have a formative, 

educational and above all inclusive value for 

every person, regardless of age, gender and the 

presence of a possible disabling physical or 

mental condition. For this reason, the role that 

the activities have in an educational key becomes 

increasingly important, in order to strengthen a 

process aimed at social inclusion with respect to 

any form of diversity (Gomez, Sgambelluri, 

2013). In this perspective, motor-sports 

activities become a tool able to stimulate on the 

one hand education for inclusion, on the other 

they tend to favor a series of multiple social, 

psycho-physical, formative and relational 

benefits (Altomari et al., 2020). The educational 

and social perspective of sport, at Community 

level, has gained importance since the late 90s, 

becoming one of the European priorities in 2007, 

when the Treaty on the Functioning of the 

European Union (EU) established that the   EU 

should contribute to the promotion of European 

profiles of sport, considering its specificities, its 

structures based on volunteering and its social 

and educational function.  

Sport refers to a value system that is extremely 

compatible with the education system (Hersman, 

2017; Holland, 2021). Reference is made, in 

 



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particular, to the aspects that impact on the 

personal sphere, to those related to the dialectic 

of the individual and the group, to participation 

in a social reality made up of rules and a sense of 

belonging to a community.  

Sport, team sport in particular, is one of the most 

performing forms of this socialization: everyone 

has his own role to play, his place and his 

function and is at the service of all. The 

individual is in relation to others, acts in function 

of others and his personal value is at the service 

of the community. From this, the concern arises 

to perfect oneself personally to be an active 

element of the group and to better serve the 

community to which one belongs.  

What has just been described fully represents 

one of the essential purposes of education: the 

development of the individual in its individual 

and social aspects (Dell’ Aquila, 2022). Still, the 

practice of a sport must respect a certain number 

of rules that you must know, learn to apply. 

Practicing a collective sport means respecting the 

rules of the game, organizing one's own conduct 

and that of the team within this institutional 

framework whose boundaries are known and 

whose possibilities must be explored in order to 

know where one's freedom begins and ends. 

Sport, therefore, in the midst of the educational 

perspective, contributes to the understanding of 

the need to have a rule for every social and 

human activity and focuses on the importance of 

accepting it, learning it and knowing how to use 

it (Battaglia & Cerlini, 2018). Through physical 

activity and sports, new forms of relationships, 

exchange and dialogue are developed and 

established. To date, in fact, the formation of the 

human being in his totality, the development of 

all his virtuosities, the creation of new 

possibilities, implies the interdependence 

between motor education and sport. Motor 

education and sport should not be considered 

solely as conditions for a better psychic life or as 

actions necessary for the proper functioning of 

the brain (Battaglia & Cerlini, 2018). These are 

formative components that must be integrated 

into the whole of contemporary educational 

action, capable even of introducing sometimes 

forms of educational action, typical of special 

pedagogy, capable of developing inclusive 

processes regarding disadvantaged social classes 

(disabled, ethnic minorities, poor people, etc.).  

1. Pedagogical and didactic aspects of 

sport   

The socio-educational connotation of motor-

sports activity is now promoted internationally 

as a tool for inclusion.  It also accompanies a 

reshaping of the concept of health in compliance 

with the indications of the World Organization of 

Holiness (WHO) which, therefore, leads to 

understanding sport as an educational strategy 

aimed at acquiring correct lifestyles.  

In its inclusive purpose, at the level of 

international organizations, there are numerous 

declarations and initiatives promoted to 

recognize and spread the educational 

importance of "sport for all".   

In relation to this, education to the practice of 

sport represents a path that winds at different 

levels, from the initial motor education to the 

introduction to sport and its specialized practice, 

on a continuum that allows everyone, without 

prejudice and distinction of any kind, to place 

himself and proceed according to the maturity of 

his function (Nuangchalerm & Prachagool, 

2010). If the promotion of a "sport for all" is 

rooted in a conception of sport that goes beyond 

the purely competitive-professional one, the 

practice of sport by people with disabilities, or 



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with any other form of physical, social, economic 

or psychological "deficit", needs a paradigm that 

lays the foundations for the recognition of the 

entire identity and social inclusion. It is 

necessary to grasp the elements that reorient the 

operation of a subject towards horizons of a 

necessary normalization, placed at the base of 

the educational processes and inclusion of 

people, throughout the life span (Whitehead, 

2013).  

The human being, in fact, acts based on a 

thought, an intentionality, and his action is 

expressed through intelligent behaviors of 

adaptation to everyday life situations, work, 

sports and leisure.   

Motor and sports education allows to satisfy in a 

productive way some needs of man related to the 

gaming experience: movement, competition and 

group and team life. In addition, from the earliest 

years of age, those who perform regular physical 

activity, from group or individual sports to 

outdoor games or pure physical-motor activity, 

show greater confidence in their possibilities, are 

led to greater self-esteem, ease in social 

relationships, greater tolerance of stress, and are 

less likely to manifest disorders such as anxiety 

and depression, automatically stimulating 

inclusive processes (Arvanitis, 2018).   

Several studies have shown how the constant 

practice of sports or motor activity produces 

beneficial effects on different functions that 

impact both at an inclusive level, but above all on 

the personal and relational sphere: learning, 

development of cortical areas and functions and 

academic performance. The performance of 

motor and sports activities for the disabled 

person, or who is in situations of physical, 

economic or social disadvantage, represents the 

exaltation of his abilities, albeit residual, and of 

what he can do, in a world that always reminds 

him of what he is not able to be and what he lacks. 

Carraro (2004), in fact, states that “moving 

towards inclusion means allowing all those who 

approach motor and sports practice to reach a 

basic level of technical skills, to feel pleasure in 

the commitment and effort produced and not to 

be excluded as less suitable" (Ghedin, 2009). In 

this sense, the introduction to motor and / or 

sports practice of subjects who present 

intellectual and / or mental, relational, social 

problems, etc., aims to promote social 

integration, inclusion, self-esteem and prevent 

the risk of onset of chronic-degenerative diseases 

and improve the quality of life. What has been 

analyzed thus highlights the importance of 

promoting sports and motor activity also in the 

school context, at any level, so that the inclusive 

objective is pursued towards those who are 

characterized by the request, implicit or explicit, 

of Special Educational Needs (BES) (Holly, 

2020). Sport represents a fundamental element 

on an emotional, social and inclusive level, 

consisting of a multidimensional, dynamic, 

playful environment suitable for intensifying the 

awareness of oneself and one's body. Integration 

and inclusion are the objectives, sport is the 

vehicle, because it assigns to each one a precise 

role in a collective context, such as the school 

context that manages to break down the barriers 

and walls that are created outside, because in 

sport we are all equal.  Sport is characterized by 

having the same rules for everyone regardless of 

the ethnicity and culture of the individual; It 

represents a neutral field of confrontation 

capable of putting everyone on the same level. 

The process that led to the integration of disabled 

people into sports was long and very tortuous 

(Haegeler & Suterland, 2015). Initially, 



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competitive sports were forbidden to the 

disabled and there is news of the first 

competitions in which they were able to 

participate only around 1920. Only after the 

Second World Warthere was a greater opening 

due above all to the large number of war invalids, 

which favored the spread of sporting activity with 

therapeutic purposes. In 1960, in Rome, the first 

Paralympics were held thanks to Dr. Antonio 

Maglio, who understood that some sports could 

be able to prolong the life expectancy of patients, 

improve lifestyle by promoting the social 

inclusion of disabled people. Subsequently, in 

1974, there was the birth of the National 

Association of Italian Paraplegic  

Sports (ANSPI) which, four years later, became 

the Italian Federation of Handicapped Sports 

(FISHa), which was annexed to CONI in 1981. In 

the following years, many individual federations 

were born merged into the Italian Federation of 

Disabled Sports (FISD) in 1990, an event that 

allowed to give equal dignity, in sports, to 

physical, sensory, intellectual, and relational 

disabilities. The circle was closed in 2005 with 

the birth of the C.I.P. (Italian Paralympic 

Committee) that is the confederation of 

Paralympic sports federations, recognized as a 

public body in 2015.  

2. Inclusion processes in schools  

The theme of inclusion, as argued so far, is 

certainly an issue that, especially in recent years, 

is crucial in the school context. Italy was among 

the first countries to choose the path of 

integration of pupils with disabilities in ordinary 

classes. We have therefore moved from a 

situation of complete exclusion to special schools 

intended exclusively for "different" children, to 

the integration of the same within the common 

classes up to the achievement of inclusion 

processes. Diversity cannot be considered an 

obstacle, but a fundamental resource for the 

whole class group and essential to promote 

learning processes. We can talk about inclusion 

only when everyone feels they are appreciated 

and their participation is not suffered but is 

instead welcome. The inclusive classroom is an 

important point of arrival for the school and the 

pupil with disabilities can take great advantage of 

the companion resource, an essential component 

not only cognitive, but also social and affective 

(European Agency for Special Needs and 

Inclusive Education, 2017). The inclusive school 

is the one that allows all students not only to feel 

part of the group to which they belong, but also 

to reach the highest possible level thanks to those 

differences that allow everyone's growth, 

through a process of great personal enrichment. 

Inclusive teaching aims to create an inclusive 

climate, first respecting and accepting these 

diversities. The teaching staff will have to try to 

adapt their teaching style, also modifying their 

ongoing strategies and, if necessary, find points 

of connection between the programming. It will 

also have to always try to develop a cooperative 

approach (trying, for example, to use innovative 

methodologies such as cooperative learning   

and peer tutoring), enhancing the forms of 

expression and favoring the creation of relational 

networks between school, family, health 

specialists and territorial services. At the center 

of an inclusive educational action there is always 

the person because we are talking about an 

education for everyone, which can only lead to 

personalization. Moving from the logic of 

integration to that of inclusion does not simply 

mean making room for everyone, but it means 

putting each student at the center of all 

educational action by rethinking what the 



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concept of curriculum is. Among the general 

principles of inclusion we have, first, the 

acceptance of diversity, the development of 

collaborative practices, the active participation 

of all and a school that becomes different, that is, 

that learns and promotes change and 

development. Starting from some regulatory 

references, we can certify that our school system 

was the first in Europe to introduce the 

generalized school inclusion of pupils with 

disabilities and was not limited to this. With the 

subsequent issuance of specific guidelines, it has 

also clarified the principles relating to the 

inclusion of pupils with SLD (Specific Learning 

Disorders) to the point of giving organizational 

indications on the inclusion of those children 

who are not certifiable neither with disabilities 

nor with DSA, but who have specific learning 

difficulties due to personal, family and socio-

environmental disadvantage. The synthesis of 

these choices can be found within the Legislative 

Decree of 13 April 2017, n.66, Rules for the 

promotion of school inclusion of students with 

disabilities, where it is stated that inclusion 

concerns everyone and responds to different 

educational needs by realizing itself through 

specific educational strategies aimed at 

developing the potential of each, improving their 

quality of life through the commitment of all 

those involved,  from the school community, to 

families to local authorities, to achieve the 

educational success of all. Inclusion therefore 

takes the form of a route to follow, starting from 

the construction of contexts populated by 

multiple diversities and therefore by special 

needs. Special pedagogy promotes the 

appreciation of these diversities that are unique 

and that concern individuals. In this perspective, 

motor-sports activity can constitute that specific 

context in which it is possible to really experience 

inclusive education. The sporting experience, 

formative from an educational point of view, 

becomes a precious opportunity for active 

participation and equality of opportunity for all 

people. Both the playful and the athletic-motor 

dimension, closely interconnected with each 

other, give sport a high educational value.   

Within the motor-sports context we can identify 

a series of strongly educational elements such as: 

the continuous relationship with a reference 

adult, ie the coach; order, discipline, respect for 

the rules and others; teaching / learning of a 

particular sports discipline; the educational 

value of victory and defeat; the will to improve 

and motivation (Peacock, 2014).  

The practical experience of sport becomes of 

crucial importance for children with 

sociocultural and linguistic deficits or 

disadvantages, enriching the subjective 

processes of metacognition and generalization. 

Special Pedagogy must therefore focus strongly 

on sport because this tool, if supported by 

educational intentionality, within its  planning in 

the school environment, can become an 

important context both  from the point of view of 

values, through the acquisition of  all those 

healthy teachings of which sports ethics is rich, 

and from the educational point of view, a 

fundamental piece in relation to the planning of 

life and Real practice of inclusion. Practicing 

regular motor-sports activities, for the person 

with disabilities, involves a series of advantages 

(Moliterni, 2013).   

On the cognitive level, we improve the knowledge 

of our body, the space that surrounds us, the 

management of time and speed, in relation to 

certain motor acts. On the physical level there are 

a series of benefits that concern the improvement 



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of muscle strength, balance, motor coordination 

thanks. On a purely sporting level, technical 

knowledge in relation to the various sports 

disciplines and that of the regulations improves. 

On the psychological level, a sense of personal 

satisfaction is produced that favors discipline 

and training, leading to greater selfcontrol about 

emotional states. On the socio-educational level, 

levels of personal autonomy increase, with 

subjects who are more stimulated to perform acts 

aimed at a specific purpose.   

3. Sport and Physical Activity as tools for 

inclusion in the pedagogical process  

 The real inclusion of students with disabilities at 

school, during motor and sports activity, is still a 

process in development and there are, 

unfortunately, several critical issues that do not 

allow it to be fully realized. Sport and, therefore, 

physical education at school, offer each student 

the opportunity to express themselves and 

communicate through the body, their way of 

being and one's own identity understood as a 

kind of Photography of personal experiences and 

experiences. Sport and physical education can 

unite, to bring people together. Especially These 

benefits concern the so-called sports education, 

that is, the sporting experience that is deviates 

from competitive or professional dynamics 

because, in that case, the risk is to result in the 

opposite effect of that relating to education 

(Coates & Vickerman, 2013). The guidelines for 

physical, motor and sports education activities in 

schools, issued by the MIUR in 2019, state that 

sport requires the person to get involved in a 

total way, stimulating him to seek both the tools 

and the strategies suitable for address and 

overcoming your difficulties. This definition does 

not only refer to able-bodied children, but it 

applies to everyone, even for students with 

disabilities. And it is precisely in this direction 

that the school has the duty to develop the sports 

culture to ensure that students develop healthy 

values, those values that only sport can convey 

and promote constantly.   

Through these values it is possible to improve 

aggregation, integration, and socialization both 

at school and in society (Bergamini et al., 2015). 

Everyone must actively participate in motor-

sports activity, and it is right that disabled 

children are also protagonists of the action and 

not only present in the gym. The practice of 

sport, as previously stated, brings countless 

benefits. It allows, for example, to satisfy a series 

of typical human needs concerning the playful 

experience, the one linked to movement and 

being in a group, all achievable through sport. An 

extremely important factor is the improvement 

of residual potential in all degrees of disability, 

achievable through physical activity (Qi, 2012; 

Qi, 2018).   

Obviously, in relation to the severity of disability, 

there are improvements of different kinds but, in 

general, there are important effects on the 

quality of life of these subjects. There are also 

several studies that show that the constant 

practice of motor-sports activity has important 

benefits both on learning and on academic 

performance. The model of sport that, over the 

years, has matured thanks to the history of 

Italian integration, is that of "integrated sport for 

inclusion". The peculiarity of this model is 

certainly to link the concepts of sport and 

inclusive education in an indissoluble way. The 

maturation of this model took place within the 

world of special school pedagogy. Special 

pedagogy has allowed sport to be enriched from 

many points of view, with the aim of building an 

enhancing context that would allow a fair 



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comparison between disabled people. Precisely 

in this context, a series of sports are inserted that 

can be traced back to a different model called 

"integrated sport". These particular sports are 

practiced by people with and without disabilities 

through some differentiations that allow 

everyone to play together (Green, 2019). The 

source of inspiration that allowed the birth of 

these sports is attributable precisely to those 

principles of the school integration system, of an 

all-Italian matrix, a system that has allowed 

people with disabilities  to access and actively 

participate in the learning process within the 

classroom (Miola et al., 2021). Integrated sport, 

characterized by a fusion of sporting principles 

with principles related to special pedagogy, can 

be defined through a series of key elements: a) 

centrality of the person; (b) participation of 

persons with different health conditions; c) 

educational peculiarities; (d) roles defined on the 

basis of abilities and not disability; (e) flexible 

rules; f) recognizable and codified spaces and 

times; g) competitive spirit and healthy 

competition; (h) active participation and equal 

opportunities for all.  The evaluation, through 

motor tests of what the subject can actually do at 

the motor level, is the basis of the attribution of 

roles that takes place by differentiation not 

changing the structure of the game,  but 

managing to meet the needs of the individual 

with activities that are at their level and that push 

him to try to improve himself (Koh,  2021). Also 

in this case, we can find a parallel with Special  

Pedagogy. Inclusion is achieved when the pupil 

with disabilities is not removed from the 

classroom, but when he willingly accepts a task 

specially created for him and can also make his 

contribution by working in groups, within a 

serene atmosphere where he is respected and 

considered. In integrated sport everyone trains 

following personal schemes but does so to give 

life, during the game, to a team game that will 

allow everyone to achieve success through the 

contribution of all. In summary, therefore, 

integrated sport is a set of organized motor 

activities, strongly educational and playful, 

which are based on a type of activity that is first 

of all cooperative and that aims to be also 

competitive to keep alive the original idea and 

the essence of sport. Everyone can participate 

actively and competently in this type of activity: 

people with severe disabilities, able-bodied 

people, men and women who, through the 

appropriate spaces, materials appropriate to the 

abilities and potential of each one, can see their 

abilities enhanced, actively participating and on 

the basis of equal opportunities through 

regulations that are always flexible.     

There are therefore three key elements: 

accessibility, active participation and equal 

opportunities, i.e. the guiding principles of an 

inclusive society. An example of an integrated 

sport is Baskin (Inclusive Basketball).  

4. Baskin: example of integrated sport  

Baskin is the quintessential example of 

integrated sport. It was born in a school in 

Cremona in 2003 thanks to the commitment and 

collaboration between parents, support teachers 

and physical education (Bodini et al, 2010). This 

collaboration soon spread throughout the 

surrounding area, giving rise to an important 

network and involving a large number of schools 

and associations. The success of Baskin led to the 

foundation, in 2006, of the Baskin Onlus 

Association, which is still today the reference 

point when referring to this type of activity. 

Baskin is a team sport that allows the 

simultaneous participation of children with 



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disabilities and able-bodied. The term itself, 

chosen to give a name to this particular sporting 

activity, derives from the fusion of two words: 

"basketball" and "inclusive". The starting point 

of this sport is that of basketball as well as the 

purpose, that is to score more baskets than the 

opposing team. Each team is made up of both 

disabled and able-bodied players, each driven to 

give his best to contribute to the victory of the 

team in which he plays. The peculiarity is to allow 

the participation of children with any type of 

disability, from cognitive to physical, provided 

they can succeed, even in an ingenious way, to 

shoot the basket. In the same way, among the 

able-bodied, there may be basketball players, 

sportsmen from other disciplines or even 

sedentary people who are not used to sports. In 

addition to this, the teams are also 

heterogeneous from the point of view of age and 

gender.  All this is made possible by an extremely 

ingenious system of rules that allows the 

coexistence of many types of diversity, 

succeeding in the mission of including everyone 

while keeping intact the pulsating core of sport, 

that is the search for competition and that desire 

to give the maximum to be able to bring home the 

victory. In this way, even the able-bodied do not 

participate only as a charitable act towards 

disabled children: a sort of personalization of 

responsibility takes place, overcoming the 

spontaneous tendency to assume a welfare 

attitude because success really depends on 

everyone's commitment by highlighting the true 

value that diversity entails. As for adaptation, in 

Baskin it is carried out in four different areas:  

- Adaptation of the material, through the use of 

several baskets: two normal, positioned in a 

similar way to what happens in the game of 

basketball; two more places laterally (one higher 

and one lower) and decidedly lower.          In 

addition, even the ball can, appropriately, be 

replaced with another of different size and 

weight, just to allow children with severe 

disabilities to shoot the basket and contribute to 

the assignment of important points for the final 

result;  

- Adaptation of space, through "protected" 

lateral areas to allow shooting in the side 

baskets (high and low) mentioned above;  

- Adaptation of the rules, through predefined 

roles that are assigned according to the motor 

skills of the participants. This system is the 

fulcrum around which integrated sport is 

concretely realized. The roles are numbered 

from 1 to 5 and have specific regulations;  

- Adaptation of deliveries, through the possible 

assignment of a tutor, i.e. a player of the team 

who can accompany, directly or indirectly, his 

disabled companion when he is called to 

participate concretely in the game action.  

In 2017 an important memorandum of 

understanding was signed between the MIUR 

and the Baskin Onlus Association aimed at 

guaranteeing a fruitful collaboration over time. 

Obviously, the aim is to take care of the inclusion 

of students with disabilities through motor and 

sports activities, strengthening cognitive, 

relational and above all value skills, favoring the 

educational success of all.  

The aim is to collaborate in the development of 

the culture of social inclusion through 

interdisciplinary projects and experimental 

activities of motor activity, to be proposed during 

curricular or extra-curricular hours, to improve 

participation in the various activities of disabled 

pupils.   



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Conclusions   

In recent decades we have witnessed the 

emergence of a terrain of confrontation and a 

space for common construction that has seen the 

conjugation, on the educational level, of 

apparently antithetical scientific traditions: a 

new bio-educational paradigm of didactic 

research based on the recognition of the 

relationship between mind, body, environment, 

artefacts and processes of knowledge.  

The school is a dynamic reality, open to 

differences and that requires the teacher to act in 

an inclusive way, appropriately reshaping their 

educational actions. Educational institutions, 

also through motor-sports activities, propose a 

rethinking of the experience of "doing school" 

achievable through the recognition of the 

centrality of the person as a unique and 

unrepeatable being. The practice of motor-sports 

education in the didactic context offers the 

possibility to express the potential of each 

student, thus becoming an inclusive learning 

environment, where the teacher's task is to 

design teaching methods and strategies through 

a flexible approach that can be customized and 

adapted to each student. To this end, the role of 

corporeality in teaching and learning processes is 

emphasized, giving motor-sports activity a 

transversal character.  

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https://doi.org/10.1177/2043610617734980

