INCLUSIVE PHYSICAL EDUCATION IN TIMES OF EDUCATIONAL URGENCY: TEACHERS' PERSPECTIVE IN THE VENETO REGION - L'EDUCAZIONE FISICA INCLUSIVA COME EMERGENZA EDUCATIVA: LA PROSPETTIVA DEGLI INSEGNANTI NELLA REGIONE VENETO

Simone Visentin, Erica Gobbi

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.

 

L’Educazione Fisica (EF) rappresenta un’importante opportunità di crescita globale per gli alunni che possono così migliorare il proprio ben-essere fisico, cognitivo, emotivo e relazionale. Nello stesso tempo, l’eterogeneità delle classi comporta che la promozione di un EF inclusiva sia un compito complesso, e gli studenti con bisogni educativi speciali (BES) risultano, più di altri, a rischio di emarginazione. Questo aspetto è particolarmente rilevante in questo periodo di restrizioni dovute alla pandemia COVID-19, nel quale gli insegnanti di EF devono riprogettare le loro attività, sollecitati a investire sull’alleanza educativa e didattica con le altre figure educative.

Lo scopo del presente studio era duplice: da un lato, comprendere se e quanto gli studenti con BES partecipino alle lezioni di EF e come gli insegnanti di EF collaborino con i colleghi, altri professionisti e le famiglie per sviluppare una didattica personalizzata e flessibile; dall’altro, scoprire eventuali differenze nell’uso degli stili di insegnamento in EF tra prima e durante il periodo di restrizioni causate dalla pandemia COVID-19.

In conclusione, si dà conto degli esiti raccolti attraverso un questionario auto-compilato di un campione, di tipo volontario, di 32 insegnanti di EF della Regione Veneto.

Keywords


Inclusive physical education; SEN; teaching style; barriers to physical education; co-teaching. Educazione fisica inclusiva; barriere all’educazione fisica; BES; stili di insegnamento; co-insegnamento

Full Text:

PDF (Italiano)

References


Agosti V., Marino A., Belfiore P. (2020). Coronavirus disease 2019 (Covid-19): considerations on Phisical activity, sport, exercise and Physical education at school. Italian Journal of Health Education, Sport and Inclusive Didactics, 4(2), 75-81.

Altomari N., Sgambelluri R., Straniero A.M. (2020). Percezione e agire inclusivo a scuola nelle attività di Educazione Fisica. Italian Journal of Special Education for Inclusion, 8(1), 434-450

Ashworth, S. (2010). Description inventory of landmark teaching styles: A spectrum approach. Available online: https://spectrumofteachingstyles.org/assets/files/articles/Ashworth2004_Description_Inventory_Of_Landmark.pdf (accessed on 06 May 2021).

Bellantonio S. e Colella D. (2020). Teaching Physical Education during coronavirus pandemic (Covid-19). Educational reflections&proposal. Italian Journal of Health Education, Sport and Inclusive Didactics, 4(2), 9-14.

Benetton M., Visentin S. (2021). Attività Fisica e Sportiva inclusiva. Guerini Editore: Milano.

Boyle C., Topping K., Jindal-Snape D. & Norwich B. (2012). The importance of peer-support for teaching staff when including children with special educational needs. School Psychology International, 33(2), 167–184.

Carraro A., Lanza M. (2004). Insegnare/apprendere in Educazione Fisica. Armando Editore: Roma.

CAST (2020), UDL Tips for Assessment. Wakefield, MA: Author. Retrieved from http://www.cast.org/publications/2020/udl-tips-assessments.

Chatzipanteli A., Dean R. (2020). Teaching Styles and the Inclusion of Students with Difficulties in Regular Physical Education. Journal of Physical Education, Recreation & Dance, 91(3), 50-52, DOI: 10.1080/07303084.2019.1705142

Coco, D., Casolo F., Supital R. A., Sopranzi S. (2020). L’educazione motoria e sportiva al di là dello schermo: didattica ed esperienze durante il lockdown del Covid-19. Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva / Italian Journal of Health Education, Sports and Inclusive Didactics., 4, 2, 15-25. doi: 10.32043/gsd.v4i2.196

Colella D. (2016). Stili di insegnamento, apprendimento motorio e processo educativo. Formazione e Insegnamento, XIV(1), 25-34.

Di Palma D. e Ascione A. (2018). Le Scienze Motorie e Sportive per favorire un Sistema Inclusivo dei BES. Giornale Italiano Di Educazione Alla Salute, Sport e Didattica Inclusiva, 1(3), 32-37.

Di Palma, D., Ascione, A., & Peluso Cassese, F. (2017). Gestire lo sport per uno sviluppo educativo. Giornale Italiano della Ricerca Educativa – Italian Journal of Educational Research.

Gobbi E., Greguol M., & Carraro A. (2018). Brief report: Exploring the benefits of a peer-tutored physical education programme among high school students with intellectual disability. Journal of applied research in intellectual disabilities, 31(5), 937–941.

Goldberger M., Ashworth S., Byra M. (2012). Spectrum of teaching styles retrospectives 2012. Quest, 64, 268-282.

Haegele J.A., Wilson W.J., Zhu X., Bueche J.J., Brady E., Li C. (2021). Barriers and facilitators to inclusion in integrated physical education: Adapted physical educators’ perspectives. European Physical Education Review, 27(2), 297–311.

Haegele J.A., Zhu X. and Davis S. (2018). Barriers and facilitators of physical education participation for students with disabilities: An exploratory study. International Journal of Inclusive Education 22(2), 130–141.

Holland K., & Haegele J. A. (2021). Perspectives of Students With Disabilities Toward Physical Education: A Review Update 2014–2019. Kinesiology Review, 10(1), 78–87.

Hunter W., Jasper A. D. & Williamson R. L. (2014). Utilizing Middle School Common Planning Time to Support Inclusive Environments. Intervention in School and Clinic, 50(2), 114–120.

Ianes D. & Cramerotti S. (2015). Compresenza didattica inclusiva: Indicazioni metodologiche e modelli operativi di co-teaching. Edizioni Centro Studi Erickson: Trento.

International Commission on the Futures of Education. 2020. Education in a post-COVID world: Nine ideas for public action. Paris, UNESCO.

Invernizzi, P. L., Crotti, M., Bosio, A., Cavaggioni, L., Alberti, G., & Scurati, R. (2019). Multi-teaching styles approach and active reflection: Effectiveness in improving fitness level, motor competence, enjoyment, amount of physical activity, and effects on the perception of physical education lessons in primary school children. Sustainability, 11(2), 405, https://doi.org/10.3390/su11020405

Lafont, L. Rivière C., Darnis F., & Legrain P. (2017). How to structure group work: conditions of efficacy and methodological considerations in physical education. European Physical Education Review, 23(3), 327–338.

Martiniello L. e Madonna G. (2020). Pedagogy of inclusion: educational-sports perspective in the time of Covid-19. Italian Journal of Health Education, Sport and Inclusive Didactics, 4(4), 116-121.

Medeghini R., Vadalà G., Fornasa W. Nuzzo A., (2013). Inclusione sociale e disabilità. Linee Guida per l’autovalutazione della capacità inclusiva dei servizi. Trento: Erickson.

Morrison H. & Gleddie D. (2019). Playing on the Same Team: Collaboration between Teachers and Educational Assistants for Inclusive Physical Education. Journal of Physical Education, Recreation & Dance, 90(8), 34–41.

Mosston, M., & Ashworth, S. Teaching Physical Education. Benjamin-Cummings Pub Co: San Francisco, CA, USA, 2002.

Park G., Collins B.C. & Lo Y. (2021). Teaching a Physical Activity to Students with Mild to Moderate Intellectual Disability Using a Peer-Delivered Simultaneous Prompting Procedure: A Single-Case Experimental Design Study. Journal of Behavioral Education, 30(3), 378–396.

Qi J., & Wang L. (2018). Social interaction between students with and without disabilities in general physical education: a Chinese perspective. Physical Education and Sport Pedagogy, 23(6), 575–591.

Qi, J., & Ha, A. S. (2012). Inclusion in physical education: A review of literature. International Journal of Disability, Development and Education, 59(3), 257–281.

SueSee B., Edwards K., Pill S., Cuddihy T. (2018). Self-reported teaching styles of Australian senior physical education teachers. Curriculum Perspectives, 38(2), 41–54.

SIPES (2020). Linee di indirizzo per una scuola inclusiva e sul rientro a scuola nel prossimo anno scolastico 2020-2021 degli alunni e delle alunne, degli studenti e delle studentesse con disabilità nelle scuole di ogni ordine e grado. SIPES: Società Italiana di Pedagogia Speciale.

Yun J. & Beamer J. (2018). Promoting Physical Activity in Adapted Physical Education. Journal of Physical Education, Recreation & Dance, 89(4), 7-13, DOI: 10.1080/07303084.2018.1430628

Zach S. (2020). Co-Teaching – An approach for enhancing teaching-learning collaboration in physical education teacher education (PETE). Journal of Physical Education and Sport, 20(3), 1402-1407.




DOI: https://doi.org/10.32043/gsd.v5i4.448

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Italian Journal of Health Education, Sports and Inclusive Didactics 
ISSN printed: 2532-3296