Author(s): KONDO, K., MORIOKA, Y., Institution: NIHON UNIVERSITY, Country: JAPAN, Abstract-ID: 2149

INTRODUCTION : The IPC began to articulate in the early 2000s a more systematic commitment to “leveraging the values of Paralympic sport in education,” and comprehensive educational initiatives are considered to have been launched around 2004. One such initiative, Paralympic School Day (PSD), is a school-based programme that enables children to experience and reflect on the values of disability awareness and inclusion, and is recognised as an early flagship example of efforts to embed the values of Paralympic sport in educational settings (Liu et al., 2010). This study aims to identify the research designs, target populations, outcomes, and other key features employed in initiatives leveraging Paralympic sport values for educational purposes since 2000, thereby establishing foundational insights to inform the formulation of future research questions for intervention studies and related inquiries.
METHODS : This scoping review followed the framework proposed by Arksey and O'Malley (2005) and the PRISMA-ScR guidelines (Tricco et al., 2018). A comprehensive search was conducted across academic databases including PubMed, Web of Science, SPORTDiscus, PsycINFO, and Google Scholar, targeting peer-reviewed articles, reports, and grey literature published since 2000 that examined initiatives leveraging Paralympic sport values in educational settings. Eligibility criteria focused on studies addressing research designs, target populations (e.g., school-aged children, educators), outcomes (e.g., attitude change, inclusion awareness), and intervention characteristics related to programs such as Paralympic School Day and I’mPOSSIBLE. Data were extracted on study design, participants, outcomes, and key findings, with iterative charting and thematic analysis to map the evidence base and identify gaps for future intervention research.
RESULTS and DISCUSSION : The scoping review identified 42 studies published between 2000 and 2025 that examined initiatives leveraging Paralympic sport values in educational contexts. Paralympic School Day (PSD) emerged as the most frequently studied program (n=18), predominantly targeting school-aged children (ages 8-14) in primary and secondary settings across Europe, North America, and Asia. Research designs were primarily quasi-experimental (48%) or pre-post evaluations (32%), with few randomized controlled trials (10%). Key outcomes centered on attitude change toward disability (e.g., increased empathy, reduced stigma; reported in 85% of studies) and inclusion awareness (62%), measured via validated scales like the Chedoke Attitudes towards Children with Disabilities (CAtoCHD) or custom questionnaires. Future intervention research should prioritize cluster-randomized trials targeting multi-level outcomes (individual, interpersonal, organizational) within Long-Term Athlete Development frameworks, integrating Paralympic values with sport sociology principles to enhance youth socialization and wellbeing.