InSports Impact Assessment Report

Project’s Summary

Active participation of people with disabilities in sports activities is essential for building a more equitable and inclusive society.

InSports is an Erasmus+-funded project developed in collaboration with various organizations committed to sports inclusion. The overall objective is to address the issue of social exclusion of people with disabilities in the sports sector by implementing and promoting awareness and training activities for teachers, coaches, and students.

The project was carried out through a series of monthly meetings to share methodologies, training sessions for staff, training moments for coaches, and the implementation of pilot projects in different European countries. This experience allowed testing and adapting methodologies to ensure that sports environments are accessible and welcoming for everyone.

Impact assessment analysis revealed that the program was highly valued by educators, coaches, and students. Teachers reported increased confidence and resources to address sports inclusion, while students demonstrated a greater understanding and empathy towards their peers with disabilities.

Methodology

The InSports project adopted a hands-on and collaborative approach to promoting inclusion in sports. The initiative began with targeted training sessions for educators, coaches, and sports professionals, covering key topics such as disability awareness, the use of adapted equipment, and inclusive teaching methodologies. These sessions were conducted both online and in-person.

Subsequently, project partners adapted the methodologies to their respective local contexts, producing a detailed report that guided the pilot phase in schools and sports centers. Practical materials, such as coach guides and activity kits, were developed to support the integration of new methodologies in sports education.

Data collection was carried out in different ways across the participating regions. Some contexts used online and paper based questionnaires, while for younger students, visual tools were adopted to make the survey more accessible. Additionally, in some cases, coaches were allowed to complete the questionnaire on behalf of participants to gather more detailed data.

Results

Challenges in Data Collection and the Need for Future Improvements

The data collection process, although effective in many cases, faced several challenges that impacted the comprehensiveness of the results. A key issue was the limited availability of socio demographic data, which made it difficult to assess the diverse needs of participants across different regions. For instance, in some areas, respondents were not able to provide accurate details about their socio-economic status or specific disabilities, which could have contributed to a better understanding of the barriers faced by people with disabilities in sports.

Additionally, in some regions, the response rate from students was lower than expected, possibly due to a lack of engagement with the survey or misunderstandings about its purpose. Trainers were asked to complete the questionnaires on behalf of participants, which resulted in some limitations in data accuracy, particularly in capturing the voice of the students themselves. Despite these challenges, the data collected has been useful in identifying key trends and gaps in sports inclusion.

For instance, while most educators expressed a growing confidence in addressing inclusion, some participants still reported a lack of detailed knowledge regarding the specific needs of different disabilities. This signals an ongoing need for tailored training programs that go beyond general disability awareness.

Results

Training for Coaches and Educational Staff

The training sessions for coaches and educational staff were one of the most impactful components of the InSports project. The feedback from participants indicated a notable increase in the understanding and confidence of educators in dealing with students with disabilities in sports settings. Coaches reported feeling more equipped with the skills to modify activities and adapt environments to make sports accessible for everyone.

However, some trainers mentioned that while they had learned the importance of inclusion, they still faced challenges in integrating these methodologies into everyday practice due to time constraints, lack of proper equipment, and resistance from certain colleagues. To address this, it is essential to create continuous professional development opportunities that focus not only on initial training but also on sustained support to reinforce these practices in the long term.

The project also helped coaches recognize the importance of building inclusive sports cultures that value diversity and teamwork, rather than focusing solely on performance. This attitudinal shift is key to ensuring that people with disabilities are integrated into sports activities in a way that fosters both physical and emotional growth.

Results

Barriers and Challenges in Sports Inclusion

The main barriers identified include:

Lack of Accessible Sports Infrastructure: Many of the participants and sports centers did not have the necessary infrastructure to support inclusive sports activities.This included physical barriers like uneven or narrow pathways, as well as a lack of accessible changing rooms and equipment.The need for universal design principles in sports facilities became evident, as making physical spaces more accessible would remove one of the most fundamental obstacles to inclusion.

Limited Availability of Adapted Equipment: In many cases, the lack of adapted equipment, such as wheelchair-accessible basketball hoops or tactile sports gear for visually impaired participants, hindered full participation. While some coaches managed to improvise or borrow equipment, a systematic approach to acquiring and maintaining such tools is essential for sustainable inclusion.

Insufficient Training for Coaches and Teachers: Despite the positive outcomes from the training sessions, it became clear that the quantity and frequency of training for coaches and teachers were insufficient. Continuous training was required to ensure that educators and coaches remained informed about best practices and the latest developments in inclusive sports. Additionally, trainers and coaches expressed a desire for more in-depth training on specific disabilities to ensure that the needs of all young people were met effectively.

Discriminatory Attitudes and Lack of Awareness: Attitudinal barriers, often rooted in stereotypes and misconceptions, were found to be a significant challenge. Coaches and teachers noted that some colleagues exhibited reluctance or resistance to embracing inclusive practices, partly due to a lack of understanding about the capabilities of people with disabilities. More awareness campaigns, alongside structured training, are essential to combat these negative attitudes and promote a more inclusive mindset.

Results

Attitudinal Changes and Impact on Students

The results from the participation of all in the project were overwhelmingly positive, with many reporting that they gained a much deeper understanding of the challenges faced by their peers with disabilities. The project helped them become more empathetic, demonstrating greater respect and support for inclusion both on and off the field.

A significant number of participants shared that they now recognized the importance of providing equal opportunities for people with disabilities, especially in sports.Some students even went beyond mere understanding, actively advocating for more inclusive practices within their schools and local sports clubs. This shift in attitude signifies a step towards changing societal norms and challenging the traditional perceptions of what people with disabilities can achieve in sports.

However, some people still struggled to fully comprehend the diverse nature of disabilities and the need for varied approaches to inclusion. For instance, some of them were more receptive to the inclusion of physical disabilities but less so to the inclusion of individuals with intellectual disabilities. This points to the need for further awareness-building activities that cater to a broader range of disabilities, to ensure all forms of inclusion are understood and embraced.

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