Teacher Training and Inclusive Physical Education: A

Systematic Review

Authors:

PhD. Harold Munster de la Rosa¹, PhD. Franklin Otton Goyes Acaro², MSc. Roberto Manolo Cas-

tro³, MSc. María Rocío Alomoto Navarrete⁴, MSc. Juan José Hernández Enrriquez⁵, MSc. Alberto

Quijije Velez⁶.

¹PhD University Professor. Institution: Central University of Ecuador. Email: hmunter@uce.edu.ec ;

ORCID: https://orcid.org/0000-0001-5658-519X

²PhD University Professor. Institution: Central University of Ecuador. Email: fogoyes@uce.edu.ec ;

ORCID: https://orcid.org/0009-0008-5116-7392

³Master of Science University Professor. 1. Central University of Ecuador. Email: mcas-

tro@uce.edu.ec ; ORCID: https://orcid.org/0000-0002-0120-5898

⁴Master of Science. University Professor. Central University of Ecuador. Email: mralomo-

to@uce.edu.ec ; ORCID: https://orcid.org/0009-0004-1791-4690

⁵Master of Science. University Professor. Central University of Ecuador. Email: ijhernan-

dez@uce.edu.ec ; ORCID: https://orcid.org/0009-0002-3397-0695

⁶Master of Science. University Professor. Eloy Alfaro Lay University of Manabí, Ecuador. Email:

ijhernandez@uce.edu.ec ; ORCID: https://orcid.org/0009-0002-3397-0695

* Corresponding author: aquije@gmail.com

Abstract:

The central purpose of this study is to compile and analyze the models, approaches, and trends in

teacher training in the field of inclusive physical education in the Latin American context, through a

systematic literature review. The methodology was structured according to the PRISMA protocol

guidelines, ensuring a systematic and transparent approach in the identification and selection of

relevant studies. To this end, prestigious academic databases such as PubMed, Web of Science,

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SPORTDISCUS, and ERIC were consulted, considering publications available in English and

Spanish from the last five years. The results provided significant scientific evidence on the models,

approaches, and trends that underpin teacher training for professionals in the field of inclusive

physical education, with an emphasis on Latin America. These findings reflect theoretical models

encompassing universal design for learning; cultural competence; inclusive sport; inclusive play;

and the social approach to disability. They also include pedagogical approaches of a critical-social,

justice and human rights, and intercultural nature. The study highlights the importance of service,

reflection, and cooperation, expressed in trends toward a social and human rights model, and in the

development of attitudes. In pedagogical terms, the study emphasizes the need for a

multidimensional approach to models, approaches, and trends to train professionals who foster the

inclusive nature of physical education. For the Latin American context, the challenge lies in

contextualizing these approaches and imbuing them with its own identity.

Keywords: initial training, inclusive physical education, trends, approaches, models

Introduction

Vaillant's findings (2019) indicate that, “among the challenges of teacher training in Latin America,

the organizational structure stands out, presenting a strong dichotomy linked to the priorities of the

countries” (p. 37). Teacher training is sometimes offered at universities through faculties of

education. There are also teacher training colleges and non-university tertiary-level teacher training

institutes. A second challenge is the selection of teacher candidates. Candidates are frequently

required to demonstrate strong performance in mathematics and language, as well as interpersonal

skills and a strong motivation to teach and learn. More recently, some Latin American countries

have included personality tests among their selection mechanisms to avoid potential negative

psychological effects on their students. The third challenge is related to curricular guidelines

because, in many Latin American countries, curricula are characterized by an accumulation of

conceptual knowledge in the disciplinary and pedagogical fields.

Inclusive education has become a cornerstone in building equitable and high-quality education

systems that respond to the diverse needs, interests, and abilities of all students. This paradigm, far

from being a mere statement of principles, implies a profound transformation of school cultures,

policies, and practices. In this context, Physical Education (PE), due to its experiential, bodily, and

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social nature, stands as a privileged space for promoting participation, equity, and the recognition

of difference.

However, it can also reproduce barriers and mechanisms of exclusion, especially for students with

disabilities or other forms of functional diversity. Therefore, achieving genuine Inclusive Physical

Education (IPE) is presented not only as an ethical ideal, but also as a legal and pedagogical

imperative supported by international frameworks such as the Convention on the Rights of Persons

with Disabilities and the Sustainable Development Goals.

The main challenge in fulfilling this imperative lies in the effective preparation of teachers; teacher

training constitutes the cornerstone upon which educators build their frameworks, beliefs, and

professional competencies. It is at this stage that the foundations of a reflective, critical, and

diversity-sensitive pedagogical practice can be laid, or, conversely, traditional, homogenizing, and

exclusionary models can be perpetuated.

In 2019, Reina et al. concluded that “one of the most significant barriers to the implementation of

inclusive education is the perception of insufficient preparation on the part of teachers” (p. 281).

This highlights a potential disconnect between theoretical discourses on inclusion and the practical

tools that students in faculties of education and sports science receive.

In the Latin American context, this problem takes on specific nuances. The region, characterized by

its vast cultural diversity and profound socioeconomic inequalities, faces the challenge of designing

educational proposals that are contextually relevant and respond to its particular educational

realities. WhileThere is a growing consensus on the importance of EFI, but its operationalization in

teacher training curricula reveals notable gaps and heterogeneities. Some programs address it

transversally, others through isolated subjects, and in many cases, “an approach focused on

curricular adaptation persists from a rehabilitative rather than a pedagogical perspective.” (Estévez

et al., 2022, p.1067).

Given the above, it is evident that, although there has been significant progress in inclusive physical

education, there is still a long way to go. The continuous updating and refinement of pedagogical,

methodological, and didactic knowledge are essential to guarantee inclusive educational practices

that promote the equitable participation of all students, regardless of their abilities or circumstances.

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In this regard, Tejero, et al.(2022) proposes that “it is necessary to develop strategies that are

sufficiently effective to promote a more inclusive educational environment, improving the

competence of the Physical Education teacher and modifying exclusionary attitudes on the part of

peers” (p. 2). Consequently, the more strategies the teacher has, the more opportunities there will be

to find answers to different educational needs.

In contemporary Latin America, it is essential to identify the prevailing models, approaches, and

trends in teacher training for Inclusive Physical Education. This will allow us to visualize not only

innovative experiences and best practices but also the conceptual frameworks guiding the

transformation of teacher education in the region. Different perspectives are critically analyzed,

“ranging from models based on social competence and participation to those that emphasize

universal design for learning or critical pedagogy of inclusion” (Reina et al., 2019, p. 279).

Understanding these trends is crucial for guiding curricular decision-making, the design of

educational policies, and future research. This work aims to contribute to the academic and

professional dialogue, underscoring, according to Molina & Sandoval (2019), “the need for teacher

training in Inclusive Physical Education to shift from a paternalistic 'integration' approach toward

an emancipatory and community-based 'inclusion' model” (p. 197). This empowers teachers to

create learning environments where every student, without exception, can experience, enjoy, and

benefit from physical and sporting activity.

Study objectives:

To compile and analyze the main models, theoretical approaches and trends on teacher training in

inclusive physical education in the Latin American context.

To analyze the main models, theoretical approaches and trends on teacher training in inclusive

physical education in the Latin American context

Methodology

This is a documentary study, based on a “Systematic Review,” which is considered “a form of

research that compiles and provides a summary on a specific topic (aimed at answering a research

question); it must be carried out according to a pre-established design” (Aguilera-Eguía, et al.,

2024, p. 1125). The PRISMA 2020 protocol was used, implementing a flowchart to graphically

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represent the critical path of the systematic review, its thoroughness, and the rigor of the

process.Serrano, et al., 2022, p. 57).

The documentary search strategy was carried out by consulting databases such as Dialnet, Scielo,

Redalyc, Latindex, ScienceDirect, Scopus, Web of Science, ERIHPlus, and Communication

Source. Keywords used included: Inclusive Physical Education, Adapted Physical Education,

Physical Education for People with Disabilities, Physical Education for People with Special

Educational Needs (from the category “Inclusive Physical Education”); and Teacher Training;

Pedagogical Strategies; Educational Experiences; Inclusive Strategies; Inclusive Culture.

The information classification process considered whether it had been generated within the last five

years; scientific articles published in academic journals, books or edited articles, and research

reports published in academic repositories. It also considered whether the information presented

theoretical and methodological frameworks for the two study categories and their components, in

either Spanish or English.

The selection criteria considered were inclusion and exclusion criteria such as:

Inclusion criteria:

✓ Open access materials or materials available in Latin American university libraries and

specialized databases

✓ Published in the last five years

✓ Spanish or English language

✓ That are directly related to the research objective.

Exclusion criteria:

✓ Materials that are not found in specialized databases

✓ More than five years since publication

✓ Language other than Spanish or English

✓ That are not related to the overall research objective.

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The process of obtaining and presenting results was based on the interpretation and analysis of the

data found in the research, specifically the descriptive analysis (authors, year, country, use of

inclusive practices, and results for students with disabilities). Tables and graphs were used to

visualize trends in the practices and their outcomes. The narrative synthesis of the findings and the

qualitative description of the connections and explanations in the studies were also included.

The discussion of the results began with the findings obtained, which were then interpreted and

compared with other research. The main findings were summarized, and gaps and areas for future

research were identified. The limitations of the study were also considered.

Results and discussion

1. List of selected studies

Table 1. Selected studies, authors, years, type of studies and category addressed.

#

Category that

addresses

Studies

Authors-_ Year

Type of study

1

Continuing education in inclusive schools at

the European level.

Angulo & Conde

(2022)

Article

Tendencies

2

3

Teacher training for Physical Education

teachers in inclusive education.

Benítez-Sillero, et al.,

(2021)

Models

The social model of disability: a paradigm

shift and the reform of Article 49 CE.

de los Cobos (2022)

Feraud et al., (2024)

Article

Models

4

5

6

Analysis of physical education classes in

the context of inclusive education.

Approaches

Cooperative learning and autism spectrum

disorder.

Fernández et al., (2020)

Ferreira (2021)

Article

Tendencies

Models

Physical education teacher training for

educational inclusion in Latin America: a

systematic review.

7

8

Challenges of Continuing Teacher Training:

a systematic review.

Galván et al., (2023).

Tendencies

The purpose of tutoring in the development

of the practicum: To accompany and

García & Sepúlveda

(2022)

Article

Approaches

facilitate

the

process

of

acquiring

professional skills.

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9

The other sport... Socially inclusive.

Gomez (2022)

Article

Models

10

Physical education and disability:

systematic review of research.

A

Haegele & Kirk (2021)

11

12

Teacher training from

perspective. Between reproduction and

resistance. Blank spaces.

a

critical-social

Hernández & Flores

(2021)

Article

Approaches

Physical education teacher training for

inclusion: from theory to critical practice.

Hernández & López

(2020)

Article

Approaches

13

14

Inclusive Physical Education: a look from

the social model of disability and human López & Reina (2021)

rights.

Service-Learning in the teacher training of

physical education teachers for educational

inclusion.

Molina & Sandoval

(2019)

15

Continuing education for professionals: the

importance of developing research skills in

teachers to strengthen university education.

Moreno (2021)

Article

Tendencies

Approaches

16

17

Cooperative learning of children with

physical disabilities in Physical Education

classes.

Narvaez et al., (2025)

Inclusive physical education in Latin

America: a systematic review.

Ocampo (2021)

Quilindo (2023)

Peláez (2021)

Article

Models

18

19

Curricular guidelines for physical education

in Colombia: A systematic review.

Inclusive physical education and bullying of

people with disabilities

Tendencies

Bachelor's thesis

20

21

Continuing professional development for

teachers in higher education.

Pupo et al., (2021)

Queen (2020)

Article

Tendencies

Models

Training in adapted physical activity: from

the medical model to the social model of

disability.

22

23

Attitudes and behavioral intentions towards

inclusion in physical education: effect of the

practice modality and gender?

Reina, et al., (2019)

Article

Tendencies

Exploring pre-service physical education

teacher competence, self-efficacy, and

knowledge in teaching students with

disabilities.

Sato et al., (2022)

Sato, et al., (2022)

Article

Models

24

Professional

development

in

adapted

Tendencies

physical education: A systematic review.

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25

Towards a decolonial physical education:

contributions from critical interculturality in

Latin America.

Siede, & González

(2022)

Article

Approaches

26

27

28

Effects of a disability awareness program in

Physical Education.

Tejero et al., (2022).

Torres et al. (2024)

Article

Tendencies

Approaches

Bibliometric analysis of the development of

Physical Education didactics.

Evaluation of educational inclusion in basic

and secondary educational institutions,

through the UNESCO Inclusion Index.

Quintana, PA (2024).

Vásquez et al., (2019).

Article

Tendencies

29

30

Physical education teacher training for

educational inclusion in Chile.

Article

Models

Trends in teacher training in physical

education for addressing diversity in Latin Vásquez et al., (2023).

America.

Approaches

2. Representation of the types of study

-Scientific Articles: 29 studies (96.6%)

-Undergraduate Thesis: 1 study (3.3%)

The evidence base is overwhelmingly dominated by peer-reviewed scientific articles, indicating

that research in this field is active, undergoes scientific validation, and is primarily communicated

through formal academic channels. The presence of a thesis adds complementary perspectives

(teacher training and global policy framework), but these are marginal in volume.

3. Distribution by year

Figure 1: Distribution of studies by year

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A very marked peak in scientific productivity is observed in 2021 and 2022 (58% of the combined

total). This suggests a recent and growing interest in the topic, possibly driven by greater social

awareness of inclusion, the implementation of new educational policies, or the academic response

to the challenges of the pandemic. Production remains active in 2023–2025, confirming that it is a

current line of research.

3. Categories or keywords

Figure 2: Distribution of categories

The "Trends" category (13 studies) is the most frequent, indicating that current literature focuses on

identifying, reviewing, and analyzing the direction the field is taking (teacher training, attitudes,

awareness, bullying). "Approaches" (11 studies) follows closely behind, referring to the

methodologies and strategies applied directly in the classroom (cooperative learning, service

learning, decoloniality). "Models," although less frequent (7 studies), is crucial, as it addresses the

theoretical and conceptual frameworks that underpin practice (social vs. medical model).

4. Journals and Databases

Table 2Frequency of major journals and databases

Magazine

Challenges

Studies

%

Database

4

2

12.9%

6.5

Scopus, Dialnet, MIAR

Scopus, SciELO

Pedagogical Studies

Conrad

Latindex, MIAR

2

6.5

Web of Science (SSCI), Scopus

European

Physical

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Education Review

Journal of Sport and

Health Research:

1

Scopus, ESCI (Web of Science)

Notes.

Physical

Education and Sports

Culture, Science and

Sport

1

Web of Science (SSCI), Scopus

Quest:

Journal of Teaching in

Physical Education

Web of Science (SSCI), Scopus

Other journals (1 study each): Human Review, Lex Social, University Science and Technology,

EFEI, Espacios en Blanco, Sportis, Sport TK, Revista Espacios, PODIUM, Revista Española de

Educación Física y Deportes, GADE.

Main models, trends and theoretical approaches on teacher training in inclusive physical

education. Trends and challenges.

Educational inclusion in physical education faces unique challenges due to the physical, cognitive,

and social barriers that students with Special Educational Needs (SEN) may encounter. To

overcome these difficulties, models, trends, and theoretical approaches to teacher training that

promote adapted pedagogical practices are identified.

I. Theoretical models of teacher training in Inclusive Physical Education

I.1. Universal Design for Learning (UDL) in EFI:

It is a model originating from architecture and general education, which has been effectively

adapted to Physical Education. It proposes designing curricula, activities, and learning

environments that are accessible to everyone from the outset, eliminating barriers before they arise.

It is based on three fundamental principles: providing multiple forms of representation (the "what"

of learning), multiple forms of action and expression (the "how"), and multiple forms of motivation

and engagement (the "why").

Its application in teacher training is realized by teaching professionals to plan their lessons by

offering variations in rules, equipment, space, and participation from the very beginning, instead of

making reactive adaptations for a specific student. This model proposes three principles: multiple

representation, diverse action and expression, and affective engagement. In EFI (Educational

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Physiology), this is realized through the use of diverse materials, flexible rules, and differentiated

assessment.

I.2. The Model of Cultural Competence and Humility:

This model emphasizes the need for teachers to develop awareness, attitudes, and skills to work

effectively with students from diverse cultural, linguistic, socioeconomic, and ability backgrounds.

"Cultural humility" implies a commitment to critical self-evaluation and to addressing power

imbalances in the teacher-student relationship. The training includes autobiographical reflection,

case studies, and the development of empathy and genuine respect for differences, understanding

that culture also includes "disability culture."

I.3. The Inclusive Sport Education Model:

Designed for pre-professional internships, this model simulates an authentic sports season where

students take on various roles (player, coach, referee, scorer, manager). To make it inclusive, the

rules are modified, mixed and heterogeneous teams are used, and every role is valued, not just that

of star player. This model is applied in training when students are coached to structure seasons,

teach their peers (coaching role), and create a learning community where everyone has a vital

responsibility for the group's success.

I.4. The Comprehensive Teaching Model of Inclusive Play:

Teachers learn to design modified games (play formats) that maintain the essence of the sport but

are inherently more accessible, promoting participation and enjoyment for everyone. Tactical

understanding of the game is prioritized over pure technical execution. By focusing on decision-

making and the logic of the game, it allows students with varying levels of motor skill to participate

in the same cognitive-tactical challenge. The rules and playing area can be easily modified to

include everyone (e.g., lower baskets, larger and slower balls).

I.5. The Social Model of Disability applied to PE:

It is the foundation of all training, teaching students to critically analyze physical and social

environments, challenge stereotypes, and become agents of change for social justice both inside and

outside of school. This model posits that "disability" is not a deficit of the person, but rather the

result of attitudinal, physical, and social barriers present in the environment. The professional's

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mission is to identify and eliminate these barriers in the gymnasium, on the track, or in the rules of

the game. It is associated with other more specific models such as: the Adapted Physical Education

(APE) vs. Inclusive Physical Education Model; the Social Model of Disability; and the Social

Competence Model.

In Latin America, the adoption of these models is emerging and is influenced by a strong human

rights context and struggles for social equity. They are identified by characteristics such as:

✓ Community and Social Perspective: There is a trend toward complementing international

models with Latin American pedagogical perspectives, such as Paulo Freire's Pedagogy of

Liberation, emphasizing education as a practice of freedom and social transformation. This

training aims to create critical professionals who challenge exclusionary structures.

✓ Implementation challenges: Despite progress, challenges persist, such as a lack of resources,

insufficient training of university faculty, still very traditional curricula, and resistance to

cultural change. Research indicates that in many programs, inclusion is treated as an isolated

course rather than as a cross-cutting principle throughout the entire training.

✓ Models in Development: specific proposals from the region are emerging that integrate

indigenous games, cultural diversity and popular knowledge as pedagogical resources for

inclusion, moving away from the mere replication of Anglo-Saxon models.

II. Dominant pedagogical approaches in teacher training in Inclusive

Physical Education

Teacher training for new professionals in Inclusive Physical Education must move beyond the

traditional focus on technique and performance, adopting socio-pedagogical frameworks that

respond to human diversity. Internationally, and particularly in Latin America, current approaches

are characterized by their critical, social, and human rights perspective.

II.1. Critical-Social and Social Justice Approach: This approach questions the structures that

generate exclusion within and outside the sports field. It does not simply "include" the individual in

a pre-existing system, but rather seeks to transform that system to make it equitable. Training under

this paradigm teaches professionals to identify and challenge attitudinal, physical, and

programmatic barriers, as well as the power dynamics that perpetuate discrimination based on

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disability, gender, ethnicity, or socioeconomic status. This approach is represented by Hernández &

López (2020) and Hernández & Flores (2021). Both use inclusive education as a tool to challenge

inequalities and empower marginalized students.

II.2. Human Rights-Based Approach: This framework understands physical education, sport, and

recreation not as a luxury, but as a fundamental right recognized in international instruments such

as the Convention on the Rights of Persons with Disabilities. Training is geared towards ensuring

that students learn to guarantee this right, moving from a charitable or medical model (which

pathologizes difference) to a social model that values diversity and “demands universal

accessibility and the design of activities from a multidimensional human perspective” (López &

Reina, 2021, p. 18).

II.3. Decolonial and Intercultural Approach: Specifically relevant to Latin America, this approach

challenges the hegemony of Eurocentric models of physical education and sport. It promotes the

incorporation of ancestral and popular knowledge, games, and bodily practices of Indigenous

peoples and local communities. Within this approach, Siede & González (2022) assert that training

includes reflecting on how these diverse practices can be part of a truly inclusive physical education

that respects and celebrates cultural identities (p. 72). It has an ecological focus, as it analyzes the

interaction of individual, school, and community factors in inclusion in PE.

II.4. Service-Learning (SL) Approach and Reflective Practice: This is the methodological pillar for

operationalizing the previous approaches. Training ceases to be purely theoretical and becomes

linked to the community. Students develop real-world projects in diverse contexts (regular schools,

community centers, associations of people with disabilities), where they must design, implement,

and evaluate inclusive proposals. According to Molina & Sandoval (2019), “guided reflection on

these practices is fundamental for developing critical, empathetic, and problem-solving skills” (p.

201).

II.5 Cooperative Learning Approach: It is defended in 2025 by Narvaez, et al., highlighting

“collaborative work with other disciplines (occupational therapy, psychology, social work, the

culture of modifying rules, spaces and equipment to integrate people with disabilities into

conventional sports”. (p. 6).

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Narvaez et al. (2025) also state that, in Latin America, the implementation of these approaches

faces particular challenges, such as structural social inequality, lack of resources, and the

persistence of traditional models in many universities (p. 7). However, there is a growing body of

academic work and professional movements advocating for:

• The cross-cutting integration of inclusion throughout the curriculum, not just in an isolated

subject.

• The use of accessible and low-cost technologies to adapt activities and materials.

• Participatory action research, where teachers investigate with communities and not about them, to

generate contextually relevant knowledge.

III. Current Trends in Teacher Training in Inclusive Physical Education

Some specialists in the field believe that teacher training in Inclusive Physical Education (IPE) is

undergoing a paradigm shift globally. The focus is moving from "integration" (adapting the

individual to the existing system) to "full inclusion" (transforming the system to embrace

everyone). This evolution is reflected in key trends such as: the shift from the Medical Model to the

Social and Human Rights Model; the focus on Inclusive Teaching Competencies; Active and

Experiential Teaching Methodologies; and Attitude Development.

III.1. Transition from the Medical Model to the Social and Human Rights Model

The most crucial trend is the abandonment of the medical-rehabilitative model, which pathologizes

disability, and the adoption of the social model. This model understands that barriers are not in the

person, but in the environment (physical, attitudinal, curricular). Therefore, training “no longer

focuses solely on 'treating' deficiencies, but on empowering teachers to identify and eliminate

barriers, guaranteeing the fundamental right to participation for all students” (Quintana, 2024, p.

11).This trend is associated with an “intersectional perspective that addresses the interaction of

gender, ethnicity, and disability in experiences of exclusion in EF”.Quilindo, 2023, p. 163).

III.2. Focus on Inclusive Teaching Competencies

Competency-based approach: training teachers in specific competencies for inclusion (e.g.,

designing adaptations, using accessible ICTs).

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Curricula are being redesigned to develop specific competencies that go beyond technical

knowledge. These include:

✓ Attitudinal Competencies: Promote values of empathy, equity, social justice and respect for

diversity.

✓ Universal Design for Learning (UDL) Competencies: To train in the creation of multiple and

flexible activities, materials and assessments that address the diversity of learners from their

conception, without the need for subsequent adaptations.

✓ Collaborative Competencies: Training to work as a team with other professionals (educators,

therapists, psychologists) and, especially, with students and their families.

III.3. Active and Experiential Teaching Methodologies. Evidence-Based Training (EBT): use of

empirical research to guide inclusive practices (e.g., effectiveness of UDL in PE).

✓ Problem-Based Learning (PBL) and Real Cases: Situations from real educational practice are

presented so that students can design inclusive solutions.

✓ Inclusive Professional Practices: It is essential that teaching practices take place in diverse

educational contexts that effectively implement inclusion, and not only in special education

centers. Service Learning (SL): combines theory with real-world projects in diverse

communities (e.g., workshops with special education schools). Use of ICT to support

participation.

III. 4. Emphasis on Attitude Training

Research shows that the strongest predictor of successful inclusive teaching practice is a positive

attitude; where “training programs dedicate explicit efforts to working on teachers’ beliefs,

prejudices and perceptions, through critical reflection and direct and positive contact with

diversity.” (Reina et al., 2019, p. 281)

Conclusions

1. The most effective pedagogical models in teacher training in EFI require a multidimensional

approach that facilitates the design of pedagogical practices for diversity:

2. Current socio-pedagogical approaches, led by critical and human rights perspectives, seek to

train professionals as agents of change: facilitators who not only know how to adapt a game,

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but are able to co-construct, with communities, spaces where bodily, cognitive and cultural

diversity is the foundation of pedagogical practice in Inclusive Physical Education.

3. Current trends in teacher training in Inclusive PE at the international level and in Latin

America are moving towards a holistic model that combines the human rights framework, the

development of practical teaching skills and in-depth work on attitudes.

4. For Latin America, the challenge and the opportunity lie in contextualizing these models,

trends, and approaches imbued with its own identity, and ensuring that training ceases to be

theoretical and becomes a living, critical, and transformative practice that prepares

professionals to build physical activity environments truly for everyone.

Contribution of the review

The study highlights the need to understand the main models, approaches, and trends in teacher

training in EFI; as well as their contextualization in the Latin American space.

Limitations of the study

The study for next stages may include the perspective of models, trends and approaches applied to

adapted sport as a continuation of physical education.

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