Effects of an Inclusive Physical Activity Course on Pre-Service Physical Education Teachers’ Perceptions and Self-Efficacy

The aim of the present study was to analyze the effects of taking the Inclusive Physical Activity course among undergraduate students enrolled in the Bachelor’s Degree in Physical Activity and Sport Sciences. A total of 74 students (42 men and 32 women; aged 21–24 years) participated in a quasi-experimental pretest–posttest design, which employed a convergent mixed-methods approach that combined quantitative and qualitative analyses. Quantitative results showed significant improvements across all dimensions of the questionnaire (Methodology, Supports, Community Participation, and Diversity Conception) (rb = 0.43 to −0.97, p < 0.004). In addition, increases were observed in the perceived sufficiency of theoretical and practical training (rb = –0.92 to −0.93, p < 0.001). These findings were reinforced by qualitative analysis, which revealed that students felt better prepared, acquired tools applicable to their future professional practice, and recognized the relevance of such training experiences for addressing inclusion-supportive contexts.