BODY, MOVEMENT AND WELL-BEING IN PRIMARY SCHOOLS: A QUASI-EXPERIMENTAL MIXED-METHODS STUDY ON THE EFFECTIVENESS OF AN INTEGRATED PHYSICAL EDUCATION MODEL FOR PROMOTING PHYSICAL AND MENTAL WELL-BEING AND INCLUSION IN SCHOOLS

Abstract

This study investigates the effectiveness of a movement-based educational intervention in primary schools to promote well-being, inclusion and school participation. Using a quasi-experimental mixed-methods design with 84 pupils aged 8–10, the 12-week intervention included cooperative physical activities, embodied games and psychomotor pathways. Results showed improvements in emotional well-being, school engagement, interpersonal skills and motivation towards physical activity, while qualitative findings highlighted greater inclusion, peer cooperation and reduced oppositional behaviour.