Comparative Analysis of Program Outcomes: Disability Type, Socioeconomic Background, Gender and Age as Determining Factors

The systematic collection and analysis of evaluation data constituted a central pillar in assessing the overall effectiveness and inclusiveness of our program. In alignment with our commitment to evidence-based practice, the results were gathered and comparatively examined according to four key variables: type of disability, family financial and environmental background, gender, and age of participating students. This multidimensional analysis allowed us to move beyond general conclusions and to identify differentiated patterns of impact across participant groups.

1. Differentiation by Type of Disability

The comparative review of outcomes according to disability type revealed meaningful variations in the way participants benefited from the program. Students with physical disabilities demonstrated significant improvements in motor confidence, participation willingness, and peer interaction, particularly in structured team-based activities. The adaptive nature of the sports framework enabled them to engage on equal terms, reinforcing self-efficacy and social visibility.

Students with learning disabilities showed notable progress in communication skills, task comprehension, and collaborative engagement. The experiential and movement-based learning environment appeared to reduce academic pressure, allowing them to express competencies that may not surface in conventional classroom settings.

Participants with social, emotional, or behavioral difficulties exhibited measurable growth in emotional regulation, rule adherence, and constructive peer interaction. The predictable structure of sports activities, combined with cooperative objectives, functioned as a stabilizing mechanism and promoted positive behavioral modeling.

These differentiated findings confirm that inclusive sports-based interventions do not generate uniform outcomes; rather, their effectiveness depends on the alignment between pedagogical strategies and the specific needs of each disability group.

2. Financial and Environmental Family Factors

The comparative analysis also highlighted the influence of socioeconomic and environmental conditions. Students from families facing financial constraints or limited access to extracurricular opportunities demonstrated particularly strong gains in participation motivation, sense of belonging, and school attachment. For many of these children, the program provided structured physical activity experiences that might otherwise have been inaccessible.

Environmental factors—such as parental involvement, access to supportive learning spaces at home, and exposure to social or community activities—also appeared to mediate program outcomes. Students from supportive environments showed more rapid skill consolidation, while those from less stable contexts demonstrated greater relative growth in self-confidence and social engagement, indicating the program’s compensatory function.

Importantly, the data suggest that the initiative acted as a protective and empowering factor, helping to reduce disparities linked to socioeconomic inequality.

3. Gender-Based Comparisons

Gender analysis revealed encouraging signs of balanced participation. While boys initially exhibited higher levels of competitive engagement, girls showed strong development in leadership roles, communication, and collaborative coordination as the program progressed.

Over time, gender differences in active participation narrowed significantly. The inclusive structure and emphasis on teamwork over competition fostered equitable engagement, challenging stereotypical patterns often observed in sports settings. Notably, girls reported increased confidence in physical expression and public interaction, while boys demonstrated improved emotional articulation and cooperative behaviors.

These findings underscore the importance of intentionally designed inclusive frameworks in reducing gender-based participation gaps.

4. Age-Related Patterns

Age comparisons indicated developmental differences in program impact. Younger participants (primary level) showed substantial gains in fundamental motor skills, social play, and rule comprehension. Their improvements were particularly visible in spontaneous collaboration and enthusiasm for group activities.

Older students demonstrated more pronounced progress in leadership, strategic thinking, peer mentoring, and reflective feedback. Adolescents, in particular, benefited from the program’s structured responsibility opportunities, which enhanced autonomy and self-regulation.

The data suggest that while younger children primarily gained foundational competencies, older participants experienced deeper socio-emotional and leadership development.

Conclusion

The comparative evaluation of outcomes across disability type, socioeconomic and environmental family factors, gender, and age provides robust evidence of the program’s multidimensional impact. The data confirm that inclusive, well-structured educational sports initiatives can effectively address diverse developmental needs while reducing participation disparities.

This analysis not only validates the program’s effectiveness but also establishes a methodological framework for future monitoring, scaling, and dissemination. Through systematic comparison and reflective interpretation, we transform evaluation into a tool for continuous improvement and sustainable inclusive practice.