Playful games as a pedagogical strategy to foster inclusive education

Abstract

In physical education classes, play remains the most direct and natural way for teachers to connect with all their students, regardless of whether or not they have a disability. Therefore, the aim of this research was to explore—drawing on the experiences of distinguished professionals in the field—how play-based activities function as a pedagogical tool to foster inclusion. To achieve this, we employed a qualitative approach based on phenomenology and hermeneutics, working with six strategically selected key informants: two physical education specialists, two inclusive education teachers, and two experts on the link between sport and teaching. Data were collected through semi-structured interviews, followed by a thematic content analysis. Through this process, we identified five major themes: the role of play as a bridge to truly equitable participation; the need to adapt rules and materials based on Universal playign for Learning; teacher preparedness and attitude regarding diversity; the emotional atmosphere that develops among peers; and, finally, the obstacles posed by the structure of the school curriculum itself. Ultimately, all interviewees agreed on a key point: when a teacher designs a game with a clear purpose and adapts it to each student's reality, it becomes an accessible, highly cost-effective, and motivating resource for achieving genuine inclusion in the classroom. However, they made it clear that the success of this approach always depends on the teacher's level of preparation and the institutional support available to them.