Diseño Universal para el Aprendizaje en Educación Física: Fundamentos, Retos y Propuestas
Article Sidebar
Main Article Content
Abstract
The aim of this paper is to introduce the principles of Universal Design for Learning (UDL) within the field of Physical Education. It begins by establishing the conceptual foundations of UDL and inclusion in the classroom, starting with an analysis of classroom diversity, its recognition in current educational policy, and its impact on teaching practices. Based on UDL principles, realistic methodological strategies are proposed to apply UDL in the classroom, incorporating innovative approaches aimed at providing teachers with resources to overcome common barriers in teaching Physical Education in heterogeneous contexts. Heterogeneity is understood not only in terms of students with Special Educational Needs (SEN), but also includes the diverse realities teachers encounter daily, such as health problems, varying levels of motor competence, or differences in motivation, among others. The intended outcome of this proposal is not to offer universal solutions, but rather to provide teachers with practical examples, ideas, and principles that can be transferred to their own classrooms. The current lack of scientific evidence on the impact of UDL in Physical Education justifies the need to first establish its conceptual foundations and provide training for teachers, in order to extend the implementation of UDL within the Physical Education teaching community. Once this foundational goal is achieved, the potential for conducting empirical research in classrooms will increase significantly.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
International Academic Journal of Physical Education, is licensed under the Creative Commons Attribution 4.0 International License (CC BY-NC-ND), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source is credited.
References
Almumen, H. A. (2020). Universal Design for Learning (UDL) Across Cultures: The Application of UDL in Kuwaiti Inclusive Classrooms. SAGE Open, 10(4). https://doi.org/10.1177/2158244020969674
Barteaux, S. M. (2014). Universal Design for Learning. BU Journal of Graduate Studies in Education, 6(2), 41–54. https://files.eric.ed.gov/fulltext/EJ1230738.pdf
Blázquez, D. (2024). Métodos de enseñanza en Educación Física. 4ª Edición. Editorial INDE
Block, M. E., Haegele, J., Kelly, L., & Obrusnikova, I. (2021). Exploring Future Research in Adapted Physical Education. Research Quarterly for Exercise and Sport, 92(3), 429-442. https://doi.org/10.1080/02701367.2020.1741500
Booth, T., & Ainscow, M. (2011). Index for Inclusion: Developing Learning and Participation in Schools (3rd ed.). Centre for Studies on Inclusive Education (CSIE).
Bray, A., Devitt, A., Banks, J., Sanchez‑Fuentes, S., Sandoval, M., Riviou, K., Byrne, D., Flood, M., et al. (2023). What next for Universal Design for Learning? A systematic literature review of technology in UDL implementations at second level. British Journal of Educational Technology, 55(5), 113–138. https://doi.org/10.1111/bjet.13328
Capp, M. J. (2020). Teacher confidence to implement the principles, guidelines, and checkpoints of universal design for learning. International Journal of Inclusive Education, 24(7), 706-720. https://doi.org/10.1080/13603116.2018.1482014
CAST. (2018). Universal Design for Learning Guidelines version 2.2. CAST. http://udlguidelines.cast.org
Cervantes López, V. (2022). Cultivar la diversidad e inclusión en la educación. Revista Digital Universitaria, 23(1). http://doi.org/10.22201/cuaieed.16076079e.2022.23.1.5
Cueva, P. N., Castillo, E. V., Fuentes, D. N., Villamarin, E. N., & Villamarín, P. G. (2024). Diversos enfoques en la educación inclusiva: oportunidades y desafíos del diseño universal para el aprendizaje (DUA) en América Latina: Various approaches to inclusive education: opportunities and challenges of universal design for learning (UDL) in Latin America. LATAM Revista Latinoamericana De Ciencias Sociales Y Humanidades, 5(6), 793 – 800. https://doi.org/10.56712/latam.v5i6.3046
Farrugia, A., Soundy, A. (2024). Inclusion through Physical Education, Activity, and Sport. En: Bennett, G., Goodall, E. (eds) The Palgrave Encyclopedia of Disability. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-40858-8_166-1
GBWBA (2007). Wheelchair basketball leaders award and education pack. Great Britain Wheelchair Basketball Association
García-Rubio, J. (2017). Evolución legislativa de la educación inclusiva en España. Revista Nacional e Internacional de Educación Inclusiva, 10(1), 251-264. https://revistaeducacioninclusiva.es/index.php/REI/article/view/271
González-Gil, F., Martín-Pastor, E., & Poy Castro, R. (2019). Educación inclusiva: Barreras y facilitadores para su desarrollo. Un estudio desde la percepción del profesorado. Profesorado, Revista De Currículum Y Formación Del Profesorado, 23(1), 243–263. https://doi.org/10.30827/profesorado.v23i1.9153
Haegele, J. A., Holland, S. K., Wilson, W. J., Maher, A. J., Kirk, T. N., & Mason, A. (2023). Universal design for learning in physical education: Overview and critical reflection. European Physical Education Review, 30(2), 250-264. https://doi.org/10.1177/1356336X231202658
Herrero-González, D., López-Pastor, V. M., & Manrique, J. C. (2020). La Evaluación Formativa y Compartida en contextos de Aprendizaje Cooperativo en Educación Física en Primaria. (Formative and Shared Assessment in Cooperative Learning contexts in Physical Education in Primary). Cultura, Ciencia Y Deporte, 15(44), 213–222. https://doi.org/10.12800/ccd.v15i44.1463
Ismailov, M., & Chiu, T. K. (2022). Catering to inclusion and diversity with universal design for learning in asynchronous online education: A self-determination theory perspective. Frontiers in Psychology, 13, 819884. https://doi.org/10.3389/fpsyg.2022.819884
Katz, J., & Sugden, R. (2013). The Three-Block Model of Universal Design for Learning (UDL): Engaging students in inclusive education. Canadian Journal of Education, 36(1), 153-194. https://files.eric.ed.gov/fulltext/EJ1008728.pdf
López-Pastor, V. M. (2013). Nuevas perspectivas sobre evaluación en Educación Física. Revista de educación física, 29(3), 4-13.
Lourenço, C., Ben Rakaa, O., Bassiri, M., & Lotfi, S. (2025). Unravelling the Impact of Universal Design for Learning on the Inclusion of Students with Disabilities in Physical Education: A Systematic Review. Physical Education Theory and Methodology, 25(3), 691–704. https://doi.org/10.17309/tmfv.2025.3.27
Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and Practice. CAST.
Ministerio de Educación y Formación Profesional. (2020). Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación (LOE-LOMLOE). BOE-A-2020-17264. https://www.boe.es/buscar/doc.php?id=BOE-A-2020-17264
NCUDL (2012). UDL Guideline – Version 2.0. National Center for Universal Design for Learning
Pérez-Pueyo, Á., Hortigüela, D., Gutiérrez, C., Barba, R.A. (coords.) (2024). Evaluación formativa y compartida en Educación física: fundamentos y experiencias prácticas en todas las etapas educativas. Universidad de León, Servicio de Publicaciones. https://buleria.unileon.es/handle/10612/22962
Pinilla-Arbex, J. (2020). Diseño universal para el aprendizaje en Educación Física. Editorial Inclusión.
Pozo, J.I, y Gómez-Creso, M.A. (2023). Aprender y enseñar ciencia. Morata.
Ranbir, C. (2024). Inclusive Education Practices for Students with Diverse Needs. Innovative Research Thoughts, 10(1), 142–146. https://doi.org/10.36676/irt.v10.i1.1405
Sánchez, S. y Díez, E. (2013). La educación inclusiva desde el currículum: el Diseño Universal para el Aprendizaje. En H. Rodríguez y L. Torrego (Eds), Educación inclusiva, equidad y derecho a la diferencia (107-119). Wolters Kluwer
Serrano, E. y Aldas-Arcos, H.G. (2025). Estrategias innovadoras para implementar el Diseño Universal para el Aprendizaje en la Educación Física. Religación Revista de Ciencias Sociales y Humanidades 10(45): e2501437. DOI:10.46652/rgn.v10i45.1437
Suárez, R., Córdova, M., Cabrera, A., y Plaza, S., (2024) Innovación y accesibilidad en la educación inclusiva: tecnologías móviles, motivación y recursos en línea como catalizadores del aprendizaje en entornos regulares. Reincisol, 3(6), 4291-4313. https://doi.org/10.59282/reincisol.V3(6)4291-4313
Vázquez, G. (2024). La empatía como herramienta para la educación inclusiva de alumnos con aptitudes sobresalientes de educación básica. Revista de Educación Inclusiva, 17(1), 338-356. https://revistaeducacioninclusiva.es/index.php/REI/article/view/950/763
Wang, M., & Zhang, J. (2022). Research on the application of zone of proximal development theory in school physical education teaching in China. Frontiers in Sport Research, 4(5), 15–19. https://doi.org/10.25236/FSR.2022.040505