Physical Education (PE) represents an important global-growth opportunity for pupils enhancing their physical, cognitive, emotional, and relational well-being. At the same time, the heterogeneity of the classrooms implies that the promotion of inclusive PE is a complex task, and students with special educational needs (SEN) are, more than others, at risk of marginalization. This aspect is particularly relevant in this period of restrictions due to the COVID-19 pandemic in which PE teachers must redesign their activities and the alliance with other educational figures has become an educational urgency. The aim of this study was twofold: on the one hand, to understand if and to what extent students with SEN participate in PE and how PE teachers collaborate with colleagues, other professionals and families to develop personalized and flexible teaching; on the other hand, to investigate any differences in the use of teaching styles in PE before and during the period of restrictions caused by the COVID-19 pandemic. In conclusion, the perspective of a voluntary sample of 32 PE teachers from the Veneto Region collected through a self-reported questionnaire is presented.
INCLUSIVE PHYSICAL EDUCATION IN TIMES OF EDUCATIONAL URGENCY: TEACHERS' PERSPECTIVE IN THE VENETO REGION
Erica Gobbi
2021
Abstract
Physical Education (PE) represents an important global-growth opportunity for pupils enhancing their physical, cognitive, emotional, and relational well-being. At the same time, the heterogeneity of the classrooms implies that the promotion of inclusive PE is a complex task, and students with special educational needs (SEN) are, more than others, at risk of marginalization. This aspect is particularly relevant in this period of restrictions due to the COVID-19 pandemic in which PE teachers must redesign their activities and the alliance with other educational figures has become an educational urgency. The aim of this study was twofold: on the one hand, to understand if and to what extent students with SEN participate in PE and how PE teachers collaborate with colleagues, other professionals and families to develop personalized and flexible teaching; on the other hand, to investigate any differences in the use of teaching styles in PE before and during the period of restrictions caused by the COVID-19 pandemic. In conclusion, the perspective of a voluntary sample of 32 PE teachers from the Veneto Region collected through a self-reported questionnaire is presented.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
