Abstract
Objectives. This exploratory feasibility study aimed to evaluate the applicability and effects on motor and socio-relational skills of an inclusive educational-motor intervention based on the game of boccia in lower secondary school.
Materials and Methods. The study involved 80 students divided into a control group (n=40) and an experimental group (n=40). ). In particular, the experimental group participated in a 12-week program, structured into 24 sessions, designed according to the principles of Physical Literacy, Universal Design for Learning, inclusive physical education and cooperative learning. Conversely, the control group followed the standard school physical education curriculum. Both groups underwent baseline, post-intervention, and follow-up assessments using the Movement Assessment Battery for Children - Second Edition (MABC-2) for motor competence and the Social Skills Improvement System (SSIS) for social skills. Additionally, structured observations were conducted throughout the intervention to monitor participation, peer interactions, and inclusive behaviors.
Results. The findings demonstrated the feasibility of the protocol within the school context and indicated potential improvements in motor competence, active participation, and peer relational dynamics in the intervention group.
Conclusions. Therefore, the program based on boccia emerges as a valuable educational strategy capable of promoting inclusive motor environments and supporting the overall development of students.