Barriers to Overcome When Including Participants With Intellectual Developmental Disorders in Judo Classes

ABSTRACT This study explores the positive and negative control beliefs of judo teachers toward the inclusion of participants with Intellectual Developmental Disorders (IDDs) in judo classes, employing a qualitative approach to examine the factors influencing these beliefs. Given the global push for inclusivity in sports and physical education as vehicles for inclusion and personal development, understanding these control beliefs is crucial for developing effective inclusive practices. This study engaged 21 judo teachers from Slovenia, Portugal, and France/French Polynesia through structured qualitative interviews focusing on behavioral, control and normative beliefs, based on the Theory of Planned Behavior. The results reveal that positive factors facilitating inclusion comprise additional human assistance, smaller group sizes, specific education and experience in handling disabilities, informed awareness about the participant's condition, and supportive group dynamics. The study also highlights the impact of these factors on teachers' perceived ability to effectively include participants with IDD. The findings suggest that successful inclusion in judo for participants with IDD requires not only physical adjustments and support but also significant attitudinal shifts and educational enhancements among instructors. These insights can contribute to the broader field of inclusive education within physical education and sports, encouraging more targeted training and policy frameworks to promote inclusivity.