对“强者体育”的评估-一个将有特殊教育需要的儿童和青少年纳入俱乐部体育活动的项目。

IF 2 4区社会学 Q2 SOCIAL SCIENCES, INTERDISCIPLINARY

Evaluation and Program Planning Pub Date : 2025-09-09 DOI:10.1016/j.evalprogplan.2025.102700

Lisa Affengruber , Ludwig Grillich , Marie-Therese Schultes , Isolde Sommer

{"title":"对“强者体育”的评估-一个将有特殊教育需要的儿童和青少年纳入俱乐部体育活动的项目。","authors":"Lisa Affengruber , Ludwig Grillich , Marie-Therese Schultes , Isolde Sommer","doi":"10.1016/j.evalprogplan.2025.102700","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>Research shows that children and adolescents with disabilities have significantly lower levels of physical activity than their nondisabled peers. The project “Sport for the Strong” aimed to familiarize children and adolescents with special educational needs with a variety of sports activities by offering training sessions as part of the school curriculum to integrate them into sports clubs.</div></div><div><h3>Aims</h3><div>We conducted outcome and process evaluations. While the outcome evaluation focused on the project’s effects on the participants’ well-being, the process evaluation concentrated on barriers to and facilitators for the project’s implementation in the two settings: schools and sports clubs.</div></div><div><h3>Methods and procedures</h3><div>At the time of data collection, 314 pupils with special educational needs were involved in the project. The average age of the children and adolescents was 12 years (standard deviation: 3.1). Of the participants, 41 % were girls and 59 % were boys. For the outcome evaluation, we administered questionnaires to the participating parents (n = 79), teachers (n = 75), and trainers (n = 11). For the process evaluation, we conducted two focus groups with seven trainers (4 female), five parents (one couple and three mothers), and three teenagers (2 boys and one girl).</div></div><div><h3>Outcomes and results</h3><div>The outcome evaluation showed that almost all the parents, trainers, and teachers experienced a positive effect on the participants’ well-being. The most striking barriers to implementation at schools and sports clubs were: the small number of training sessions at school; difficulties in communication between trainers, clubs, and parents; and the low numbers of trainers being actively involved in sports clubs. The facilitators for implementation were: good communication between parents and trainers and good cooperation between teachers and trainers.</div></div><div><h3>Conclusions and implications</h3><div>This project showed that sports programs being inclusive of children and adolescents with special educational needs has a positive effect on these participants’ well-being. Good communication and cooperation between trainers, teachers, and sports clubs are significant elements for successful implementation.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"114 ","pages":"Article 102700"},"PeriodicalIF":2.0000,"publicationDate":"2025-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Evaluation of “Sport for the Strong” – A project for the integration of children and adolescents with special educational needs into club sports\",\"authors\":\"Lisa Affengruber , Ludwig Grillich , Marie-Therese Schultes , Isolde Sommer\",\"doi\":\"10.1016/j.evalprogplan.2025.102700\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><div>Research shows that children and adolescents with disabilities have significantly lower levels of physical activity than their nondisabled peers. The project “Sport for the Strong” aimed to familiarize children and adolescents with special educational needs with a variety of sports activities by offering training sessions as part of the school curriculum to integrate them into sports clubs.</div></div><div><h3>Aims</h3><div>We conducted outcome and process evaluations. While the outcome evaluation focused on the project’s effects on the participants’ well-being, the process evaluation concentrated on barriers to and facilitators for the project’s implementation in the two settings: schools and sports clubs.</div></div><div><h3>Methods and procedures</h3><div>At the time of data collection, 314 pupils with special educational needs were involved in the project. The average age of the children and adolescents was 12 years (standard deviation: 3.1). Of the participants, 41 % were girls and 59 % were boys. For the outcome evaluation, we administered questionnaires to the participating parents (n = 79), teachers (n = 75), and trainers (n = 11). For the process evaluation, we conducted two focus groups with seven trainers (4 female), five parents (one couple and three mothers), and three teenagers (2 boys and one girl).</div></div><div><h3>Outcomes and results</h3><div>The outcome evaluation showed that almost all the parents, trainers, and teachers experienced a positive effect on the participants’ well-being. The most striking barriers to implementation at schools and sports clubs were: the small number of training sessions at school; difficulties in communication between trainers, clubs, and parents; and the low numbers of trainers being actively involved in sports clubs. The facilitators for implementation were: good communication between parents and trainers and good cooperation between teachers and trainers.</div></div><div><h3>Conclusions and implications</h3><div>This project showed that sports programs being inclusive of children and adolescents with special educational needs has a positive effect on these participants’ well-being. Good communication and cooperation between trainers, teachers, and sports clubs are significant elements for successful implementation.</div></div>\",\"PeriodicalId\":48046,\"journal\":{\"name\":\"Evaluation and Program Planning\",\"volume\":\"114 \",\"pages\":\"Article 102700\"},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2025-09-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Evaluation and Program Planning\",\"FirstCategoryId\":\"90\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0149718925001673\",\"RegionNum\":4,\"RegionCategory\":\"社会学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"SOCIAL SCIENCES, INTERDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Evaluation and Program Planning","FirstCategoryId":"90","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0149718925001673","RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"SOCIAL SCIENCES, INTERDISCIPLINARY","Score":null,"Total":0}

引用次数: 0

摘要

背景：研究表明，残疾儿童和青少年的体育活动水平明显低于非残疾同龄人。“强者体育”项目旨在通过提供培训课程作为学校课程的一部分，使有特殊教育需要的儿童和青少年熟悉各种体育活动，使他们融入体育俱乐部。目的：我们进行了结果和过程评估。结果评估侧重于项目对参与者福祉的影响，过程评估侧重于项目在学校和体育俱乐部两种环境下实施的障碍和促进因素。方法和程序：在收集数据时，有314名有特殊教育需要的学生参与了该项目。儿童和青少年的平均年龄为12岁（标准差：3.1）。在参与者中，41% %是女孩，59% %是男孩。为了评估结果，我们对参与的家长（n = 79）、教师（n = 75）和培训师（n = 11）进行了问卷调查。为了进行过程评估，我们进行了两个焦点小组，包括7名培训师（4名女性）、5名家长（一对夫妇和3名母亲）和3名青少年（2名男孩和1名女孩）。结果与结果：结果评估显示，几乎所有的家长、培训师和老师都对参与者的幸福感产生了积极的影响。在学校和体育俱乐部实施的最显著障碍是：学校的培训课程很少；培训师、俱乐部和家长之间沟通困难；积极参与体育俱乐部的教练人数也很低。实施的促进因素为：家长与培训师之间的良好沟通，教师与培训师之间的良好合作。结论与启示：本研究表明，体育项目包容有特殊教育需要的儿童和青少年对这些参与者的幸福感有积极的影响。教练员、教师和体育俱乐部之间良好的沟通与合作是成功实施的重要因素。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Evaluation of “Sport for the Strong” – A project for the integration of children and adolescents with special educational needs into club sports

Background

Research shows that children and adolescents with disabilities have significantly lower levels of physical activity than their nondisabled peers. The project “Sport for the Strong” aimed to familiarize children and adolescents with special educational needs with a variety of sports activities by offering training sessions as part of the school curriculum to integrate them into sports clubs.

Aims

We conducted outcome and process evaluations. While the outcome evaluation focused on the project’s effects on the participants’ well-being, the process evaluation concentrated on barriers to and facilitators for the project’s implementation in the two settings: schools and sports clubs.

Methods and procedures

At the time of data collection, 314 pupils with special educational needs were involved in the project. The average age of the children and adolescents was 12 years (standard deviation: 3.1). Of the participants, 41 % were girls and 59 % were boys. For the outcome evaluation, we administered questionnaires to the participating parents (n = 79), teachers (n = 75), and trainers (n = 11). For the process evaluation, we conducted two focus groups with seven trainers (4 female), five parents (one couple and three mothers), and three teenagers (2 boys and one girl).

Outcomes and results

The outcome evaluation showed that almost all the parents, trainers, and teachers experienced a positive effect on the participants’ well-being. The most striking barriers to implementation at schools and sports clubs were: the small number of training sessions at school; difficulties in communication between trainers, clubs, and parents; and the low numbers of trainers being actively involved in sports clubs. The facilitators for implementation were: good communication between parents and trainers and good cooperation between teachers and trainers.

Conclusions and implications

This project showed that sports programs being inclusive of children and adolescents with special educational needs has a positive effect on these participants’ well-being. Good communication and cooperation between trainers, teachers, and sports clubs are significant elements for successful implementation.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Evaluation and Program Planning SOCIAL SCIENCES, INTERDISCIPLINARY-

CiteScore

3.10

自引率

6.20%

发文量

112

期刊介绍： Evaluation and Program Planning is based on the principle that the techniques and methods of evaluation and planning transcend the boundaries of specific fields and that relevant contributions to these areas come from people representing many different positions, intellectual traditions, and interests. In order to further the development of evaluation and planning, we publish articles from the private and public sectors in a wide range of areas: organizational development and behavior, training, planning, human resource development, health and mental, social services, mental retardation, corrections, substance abuse, and education.