Codesigning a Motor Story for Promoting Inclusion and Critical Thinking in Preservice Teachers: A Participatory Action Research Approach in Physical Education

Purpose : Physical education teacher education lacks inclusive education coverage, particularly regarding students with intellectual disability. To promote inclusion, awareness in educational settings and fostering critical thinking are essential. Drawing on a socially just perspective, this study employed a participatory action research methodology to understand how codesigning a motor story can support the design of a critical pretext. Method : Drawing from a participatory action research methodology, the research unfolded in two stages: a diagnosis and two action research cycles (Phase 1) and another two action research cycles (Phase 2). Data resources included standard and emergent qualitative methods. Results : The results confirm the motor story’s validity and its ability to elicit empathy and reflection. The codesign process raises awareness of intellectual disability and prompts reflection on inequalities, facilitating the development of inclusion strategies. The emergent and novel qualitative resources helped to enhance critical thinking. Discussion/Conclusion : The collaboratively created motor story is a valuable awareness tool in physical education teacher education.