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Abstract
This study explores how football constraints influence participation and encourage inclusivity in the Gk+4v4+Gk. The initial assessment involved a 20-minute game (10 minutes free play, 10 minutes with constraints) with 20 students divided into four teams (A - control, B, C, D), each with two low- and three high-performance students using a GK-1-2-1 tactical system. The constraints were: Team B: The ball must pass through all students before scoring. Team C: Low performers' actions awarded points (assist/shot: 2 points, pass/recovery: 1 point, goal: 3 points). Team D: Only low performers could score on three targets (central: 3 points, sides: 2 points). After each game, low performers and one randomly selected high performer completed an observation form. Data was collected over five lessons (the final 20 minutes of the class) and analysed students’ interactions through social network analysis, application of observation forms, and focus group discussions. Results from observation forms indicated that the constraints applied to Team C promoted greater inclusion. On the contrary, social network analysis indicated that Team B's constraint promoted greater inclusion, but student feedback did not confirm this. The complexity of identifying constraints that increase participation and promote inclusion in physical education was highlighted.
Published Version
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