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<p>As a&#xa0;fundamental component of the school system, the open all-day programme with its exercise, play and sports activities is also required to provide an inclusive environment that ensures equal participation for all children. However, little is known about whether this obligation is being met in the activities. There is a&#xa0;dearth of studies that investigate the relevance of inclusion—in the sense of a&#xa0;broad understanding of the term—in all-day exercise, play and sport offers and the extent to which structural framework conditions such as the school programme and sponsorship are linked to the attribution of relevance. This article addresses the aforementioned research desiderata on the basis of a&#xa0;questionnaire survey of the heads of open all-day programmes at primary schools in four cities in North Rhine-Westphalia in Germany. The statistical analysis demonstrates that a&#xa0;significant number of respondents view inclusion in the context of exercise, play and sports activities as a&#xa0;positive aspect and consider it to be important. However, the data indicates that there are still some areas where inclusion is not a&#xa0;priority. Approval varies according to specific structural framework conditions. The inclusive orientation of the activities is particularly well-regarded where inclusion is firmly anchored in the school’s profile. Furthermore, all-day schools with sports clubs or associations as sponsors demonstrate a&#xa0;particularly strong commitment to inclusion-related goals. The findings indicate that inclusion is not yet fully embedded in the cultures and structures of exercise, play and sports activities. To reinforce the significance of inclusion in the field, it would be beneficial to integrate the topic more systematically into school and all-day concepts. Sports clubs and associations can play an important role in implementing inclusion in all-day education and sport.</p>

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Zur Relevanz von Inklusion in Bewegungs‑, Spiel- und Sportangeboten des offenen Ganztags an Grundschulen: ausgewählte Befunde aus einer Fragebogenerhebung in vier NRW-Städten

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年3月28日

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  • Fabienne Bartsch,
  • Petra Cwierdzinski,
  • Judith Frohn,
  • Bettina Rulofs

摘要

As a fundamental component of the school system, the open all-day programme with its exercise, play and sports activities is also required to provide an inclusive environment that ensures equal participation for all children. However, little is known about whether this obligation is being met in the activities. There is a dearth of studies that investigate the relevance of inclusion—in the sense of a broad understanding of the term—in all-day exercise, play and sport offers and the extent to which structural framework conditions such as the school programme and sponsorship are linked to the attribution of relevance. This article addresses the aforementioned research desiderata on the basis of a questionnaire survey of the heads of open all-day programmes at primary schools in four cities in North Rhine-Westphalia in Germany. The statistical analysis demonstrates that a significant number of respondents view inclusion in the context of exercise, play and sports activities as a positive aspect and consider it to be important. However, the data indicates that there are still some areas where inclusion is not a priority. Approval varies according to specific structural framework conditions. The inclusive orientation of the activities is particularly well-regarded where inclusion is firmly anchored in the school’s profile. Furthermore, all-day schools with sports clubs or associations as sponsors demonstrate a particularly strong commitment to inclusion-related goals. The findings indicate that inclusion is not yet fully embedded in the cultures and structures of exercise, play and sports activities. To reinforce the significance of inclusion in the field, it would be beneficial to integrate the topic more systematically into school and all-day concepts. Sports clubs and associations can play an important role in implementing inclusion in all-day education and sport.