Comics as a Tool for Advancing Inclusivity in the Physical Education Classroom

Background: The study’s purpose was to determine the impact of a workshop using comics as an inclusive tool on the perception of fifth-grade students regarding teaching practices applied (“learning for all students”, “classroom climate”, “collaborative learning”, and “participation” dimensions) by physical education teachers, because there is little scientific evidence. Particularly in this subject, a high level of cooperation, commitment, and teamwork is required among class participants to promote inclusion. Methods: A quantitative methodology was employed, utilizing a quasi-experimental, transversal design with pre- and post-test control group. The sample comprised 56 fifth-grade students in Chile (37.5% boys and 62.5% girls) and experimental group participated in an inclusive workshop using a comic. Results: The results show statistical differences between the control and experimental groups in “Participation” (p = 0.00) and in the total score (p = 0.001) after the intervention, favoring the experimental group. This group also showed statistical differences in the dimensions “Learning for all students” (p = 0.007), “Classroom climate” (p = 0.001), and “Total score” (p = 0.002) in pre and posttests. Conclusions: Comic had a positive effect on students in terms of overall results, learning for all students, and classroom climate.