Teacher Competence in Inclusive Physical Education:

This study aimed to identify teachers' beliefs, knowledge, and skills in inclusive physical education classes based on prior research from Western countries, and to comprehensively understand their competencies.For the selection of prior research, following PRISMA guidelines, we searched for papers using SPORTDiscus with Full Text, Web of Science, and Scopus as databases, with the keywords "inclusive," "physical," "education," "teacher," and "competence," and selected four qualitative studies.Then, adopting Noblit and Hare's (1988) meta-synthesis method, we extracted 42 codes related to competencies from the target papers and integrated teacher competencies into 7 categories and 20 subcategories.As a result of the integration, teachers who practice inclusive physical education held beliefs of Inquiry toward Ensuring Learning Opportunities and Approach to Inclusion, which consists of <Enhancement of Needs Response> and <Enhancement of Relationship Building>.Furthermore, in order to realizeApproach to Inclusion, they utilized Knowledge about the Content of Inclusive Physical Education , Knowledge about Teaching Methods in Inclusive Physical Education , and Knowledge about Learners in Inclusive Physical Education to develop Lesson Design for Securing Learning Opportunities, and conducted Learning Support and Assessment within their teaching practice.A model was presented showing how competence is developed through reflection on these processes.