Physical Activity and Sports Program for the Inclusion of Students with Severe Disruptive Behaviors in Physical Education Classes

The presence of severe disruptive behaviors affects coexistence, the school climate, and the dynamics of Physical Education classes, especially in vulnerable contexts. The objective of this study was to propose intervention strategies through physical-sports activities that promote the inclusion of students with severe disruptive behaviors in Physical Education classes in upper basic and high school levels, providing a contextualized proposal that responds to the identified problem and contributes to the field of inclusive education. The study employed a mixed-methods approach with concurrent triangulation, integrating quantitative observation, a qualitative checklist, and interviews with teachers. A total of 158 students and eight teachers participated. Data were analyzed using descriptive statistics and qualitative coding to support the development of the proposal. Quantitative findings showed higher levels of aggression, impulsivity, hyperactivity, and attention deficit in male students. Qualitative observations revealed difficulties in interaction, cooperation, and autonomy. Interviews highlighted limited teacher training and the absence of institutional protocols. Triangulation confirmed specific needs that justify an inclusive physical-sports intervention. The study evidenced consistent patterns of disruption and inclusion difficulties that affect pedagogical dynamics. Strengthening teacher training and developing institutional protocols is essential to improving coexistence and behavioral regulation.