Climbing as experiential learning: promoting inclusive attitudes and practices
DOI:
https://doi.org/10.47197/retos.v69.111529Keywords:
Inclusive attitudes, Experiential learning, Perceived control, Physical education, Inclusion.Abstract
Introduction: The article evaluates the impact of climbing as experiential learning on inclusive competencies in physical education students. Grounded in theories of inclusion and experiential learning, it highlights the importance of pedagogical practices that foster inclusive attitudes and prepare future educators for diverse environments.
Objective: The objective was to analyze changes in attitudes toward disability, subjective norms, and perceived control following an inclusive climbing session.
Methodology: The quasi-experimental design included pretest and posttest measurements in 25 university students. During the activity, participants worked alongside individuals with intellectual disabilities, facing collaborative challenges in an adapted climbing environment.
Results: The results showed significant improvements in attitudes toward disability and subjective norms, indicating greater awareness of inclusion. However, a decrease in perceived control was observed, reflecting insecurity in the ability to implement inclusive practices. Future intentions to carry out such activities also declined, possibly influenced by the perception of risk associated with climbing.
Discussion: The discussion highlights that experiential learning fosters positive changes in attitudes and norms, but the decrease in perceived control underscores the need for additional training in risk management. These findings suggest that while climbing is an effective tool for promoting inclusive competencies, its implementation requires complementary strategies to strengthen self-confidence.
Conclusions: In conclusion, climbing facilitates the development of inclusive attitudes but should be integrated with specific training to maximize its impact on future professionals.
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