Sport, recreation, and neurodiversity: evolution of research in educational contexts (2000–2025)
DOI:
https://doi.org/10.47197/retos.v76.118327Keywords:
Inclusion, neurodiversity , recreation, sport, well-beingAbstract
Introduction: This study examines the evolution of scientific production on sport, recreation, and neurodiversity in educational contexts during the period 2000–2025, with an emphasis on the inclusion of neurodivergent students in physical and recreational activities and on the conceptual changes within the field.
Objective: To analyze how research on sport, recreation, and neurodiversity in educational contexts has evolved between 2000 and 2025, considering changes in theoretical approaches, thematic priorities, and methodological strategies.
Methodology: An evolutionary systematic review was conducted following PRISMA 2020 guidelines, using a mixed-methods approach. The search was carried out in international and regional databases, applying inclusion and exclusion criteria defined a priori. The final corpus consisted of 20 studies published between 2000 and 2025, analyzed through descriptive quantitative synthesis and qualitative thematic analysis.
Results: The findings show a progressive increase in studies from 2015 onward, along with growing methodological diversification. A partial transition from medical–rehabilitative approaches toward the neurodiversity paradigm was identified, although this transition remains uneven. Reported interventions indicate positive effects on motor and socioemotional variables, conditioned by teacher training and the institutional context.
Discussion: The results reveal a gap between the quantitative growth of the literature and its theoretical consolidation, as well as persistent structural barriers to the effective implementation of inclusive practices.
Conclusions: The study concludes that sport and recreation have significant inclusive potential; however, their effectiveness depends on the explicit integration of the neurodiversity paradigm, evidence-based teacher training, and the strengthening of contextualized educational policies.
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