The aim of this study is to systematically review the empirical evidence about the sociocultural processes of ability in Physical Education (PE) and PE Teacher Education (PETE) between 2004 and 2019. Content analysis of 17 included articles demonstrated that all the studies took place in PE, but none were conducted in PETE. Qualitative methodologies were common, underpinned by a variety of theoretical approaches, such as those focused on social structures, discourses, power relations and pedagogical approaches that (re)produce social constructions of ability. Our analysis resulted in four main themes: structuring elements of the field, the able student in PE, (mis)educational consequences and practical implications. In considering findings from this study, three reflections are presented: (a) there is a clear gap in PETE literature about the sociocultural process of ability in PE; (b) understanding ability as movement literacy could be useful in PE; and (c) future research exploring how ability is socially constructed by different groups of people is needed. PETE programmes should incorporate pedagogical practices in their curriculums directed to challenge students’ views about ability, enabling them at the same time to provide more habitable learning environments in their future practice.

El objetivo de esta investigación fue explorar y comprender la percepción del alumnado del Grado en Ciencias de la Actividad Física y del Deporte (CAFD) sobre el concepto de habilidad en Educación Física (EF). Para tal fin, se realizaron 7 grupos focales con 14 estudiantes de diferentes cursos del Grado en CAFD. Los resultados revelaron que los y las futuras docentes muestran nociones de habilidad que podrían resultar problemáticas a la hora de fomentar ambientes de aprendizaje inclusivos en EF. Además, a pesar de manifestar actitudes positivas hacia la inclusión, la terminología empleada al respecto resultó limitante. En esta línea, el alumnado confesó no sentirse preparado para educar al alumnado con diversas habilidades y denunció la escasa formación recibida al respecto a lo largo del Grado. Se concluye que es necesario que el alumnado goce de un espacio para la reflexión crítica en la formación inicial con el fin de desafiar las nociones arraigadas, reconceptualizar la EF y desarrollar competencias profesionales que posibiliten la construcción de entornos de aprendizaje que faciliten el acceso al reconocimiento de un mayor número de alumnado. Abstract: The aim of this study was to explore the understanding of Physical Education (PE) abilities in students from the Bachelor’s Degree in Physical Activity and Sport Sciences (PASS). For this purpose, 7 focus groups were carried out with 14 students from different courses of the Bachelor’s Degree in PASS. Results revealed that future teachers’ notions of ability could be problematic when promoting inclusive learning environments in PE. In addition, despite demonstrating positive attitudes towards inclusion, the terminology used in this regard was considered restrictive. In this line, students revealed not to feel prepared to educate pupils with diverse abilities and addressed the scarce formation received throughout the Bachelor’s Program. In conclusion, it is necessary to provide students with a space for critical reflection during their initial training, so to challenge deeply rooted notions, to reconceptualize PE, and to develop professional competencies enabling the construction of learning environments that facilitate access to recognition of a greater number of students.

Ikerketa honetan urritasunik ez zuten pilotarien ustetan talde arteko harremanak euskal pilota inklusiboagoa bilakatzeko izan zezakeen eragina aztertu zen. Euskal pilotan ziharduten federatutako eta federatu gabeko 15 pilotari elkarrizketatu ziren bi talde-eztabaida saiotan. Galdekatuek adierazi zuten kideen arteko erlazioei dagozkien hainbat baldintza betetzeak euskal pilota inklusiboagoa egiten lagunduko lukeela, besteak beste, urritasuna duten pertsonak estatus bereko ikusteak, helburu komunak edukitzeak, taldekide sentiarazteko kideen artean elkar laguntzeak, (in)formazioaren gainetik elkar ezagutzeko esfortzua egiteak eta edonori adiskide izateko aukera eskaintzeak. Taldekideen arteko harremanak partaideen aurreiritziek baldintzatzen zituzten askotan, baina izandako esperientzia puntualek asko lagundu zieten horiek ekiditen. Aurrera begira, kontuan hartu beharko litzateke proiektu inklusiboak diseinatu eta abian jartzean epe luzerako jarduerek eragin positiboagoak dituztela.