Cristiana D'Anna, Daniele Albano, Benedetta Romano, Rodolfo Vastola


National and international documents (UNESCO, 2017; MIUR, 2012; 2020) promote the improvement of the quality of teaching-learning processes, underlining the need to design flexibility learning environments able to respond to multiple educational needs. Physical education, like other disciplines, is involved in the process of full inclusion process with the awareness that in order to face to the complexity of the system (group-class), which in turn consists of a network of interconnected complex adaptive systems (pupils) – which acting and interacting with each other - a systemic approach is needed, able to of implementation of open and flexible teaching practices (Sibilio, 2014).
This study aims to outline, in the light of recent neuroscientific researches (Mandolesi, 2012) and studies on complexity (Clark & Crossland, 1985; Davids & Araùjo, 2010), some basic principles to design inclusive learning environments in physical education.
The systemic perspective, starting from the awareness that there is no boundary between what is physical and what is cognitive and that the environment that surrounds us is able to modulate our brain circuits, opens up new scenarios on which to reflect in order to face the 'unpredictability, emergency and self-organization, which act in and on the teaching-learning process, determining its effectiveness.


Complessità, Didattica inclusiva, Ambienti di apprendimento, Neuroscienze, Educazione fisica

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