Author(s): OCETE, C., GUTIÉRREZ, A., PRIMO, L., LÓPEZ-SAMANES, A., Institution: UNIVERSIDAD PONTIFICIA COMILLAS, Country: SPAIN, Abstract-ID: 2059

Introduction. Understanding the psychosocial mechanisms that underpin inclusive coaching behavior is essential to advancing on inclusion of people with disability in sport context. Self-Determination Theory indicates that self-efficacy and the satisfaction of basic psychological needs play a pivotal role in shaping professionals’ intentions and actions when working with individuals with intellectual disabilities (ID). This study is part of the Sport Science Research Grant 2025/2026 on Badminton World Federation, title: Inclusive Badminton as a Training Tool in Higher Education. The aim examines how participation in an inclusive badminton learning experience influences university students’ motivational profiles and their perceived preparedness to include athletes with ID.
Methods. A mixed-methods design was implemented with 200 Physical activity and Sport Sciences students and Physical Education students who completed a European inclusive badminton training program. Data collection involved validated measures assessing self-efficacy for inclusion and the satisfaction of autonomy, competence and relatedness during the training. The intervention incorporated progressively adapted badminton tasks, structured practical sessions and guided reflective work intended to foster self-awareness and pedagogical development.
Results. Preliminary results suggest that students may exhibit enhanced perceived competence and a more autonomous motivational orientation towards inclusion. The anticipated outcomes support the design of evidence-based training frameworks that improve inclusion and transfer the results to badminton community across educational and sport-development settings. The results also contribute to clarifying how meeting basic psychological needs during training may strengthen the internalization of inclusive values and encourage a more proactive stance when teaching athletes with ID.