Inclusive motor activities and life skills development in educational field

Abstract

In the document “Life skills education in school” (1994), the Global Organization of  Healtcare underlines the fundamental role of educational environments, both institutional and not-institutional, in the promotion of health  in an inclusive perspective, as result of a global involvement of the individual in bio-psycho-social view, also through the acquisition of like skills.This paper aims to highlight the fundamental role of motor activities which, more than other disciplines, offer the opportunity to involve pupils in learning globally, placing them in situations of direct interaction, proximity and sharing of spaces and rules, that require communicative, resolutive and relational skills such as in broader social contexts. Emerges from this perspective the inclusive effectiveness of phisycal education, defined as the “hinge discipline” between the cognitive, social, cultural and affective dimensions (National Indications 2012-2018), which implicitly promote the acquisition of skills for life, involving the student in a position of absolute centrality and interchange with others and the environment.