EUROPEAN POLICIES: SPORT, INCLUSIVE EDUCATION AND THE INTEGRATED SYSTEM. HOW TO RESPONSE TO THE COVID-19 PANDEMIC CRISIS

Alessio Santelli, Maria Vittoria Isidori

Abstract


European policies highlight the challenges Covid-19 has posed to both the sporting world and to physical activity and well-being, including for marginalized or vulnerable groups. One of the strategies adopted to mitigate the impact of Covid-19 on the sport education sector, requires an integrated system which aims to develop the culture of sport in particular among students with disabilities. This model in turn is structured around the following dimensions: Sporting federations and organizations; Professional sport ecosystem; Supporting physical activity; Research and policy guidance; Promoting positive educative and social attitudes and behavior. This paper intends to contribute to a systematic reflection imposed by the Covid-19 pandemic in relation to the main educational policies just mentioned, and in particular around the need to review the inclusive and sustainable dimension of sport in the school curriculum, especially for students with disabilities.

Parole chiave


Didattica, Disabilità, Sport, Inclusione

Full Text

PDF

Riferimenti bibliografici


Bloemen, M. A. T., Backx, F. J., Takken, T., Wittink, H., Benner, J., Mollema, J., F de Groot, J. (2015). Factors associated with physical activity in children and adolescents with a physical disability: a systematic review. Developmental Medicine & Child Neurology. V. 57, Issue2, pp. 137-148.

Dagkas, S. (2018). “Is Social Inclusion through PE, Sport and PA Still a Rhetoric?" Evaluating the Relationship between Physical Education, Sport and Social Inclusion”. Educational Review, v70 n.1 pp 67-74.

D'Anna, C., Forte, P., & Gomez, F. (2019). Physical education status in European school’s curriculum, extension of educational offer and planning. Journal of Human Sport and Exercise, 14(4proc), S805- S817. Doi: https://doi.org/10.14198/jhse.2019.14.Proc4.43

Gilbert, E. N. (2019). Designing Inclusive Physical Education with Universal Design for Learning. Journal of Physical Education, Recreation & Dance, v90 n. 7, pp 15-21.

Mamak, H., Temel, A. & Kangalgil, M. (2020). Examining the Self-Efficacy of Primary School Teachers and the Problems Encountered in Physical Education and Game Course. Educational Policy Analysis and Strategic Research, 15(3), 336-358. Doi: 10.29329/epasr.2020.270.16.

Neville, R. D., Makopoulou, K., & G. Hopkins W. (2019). Effect of an inclusive Physical Education (IPE) Training Workshop on Trainee Teachers’ Self Efficacy. Research Quarterly for Exercise and Sport. 91(1): 1-13. DOI:10.1080/02701367.2019.1650877.

Rekaa, H., Hanisch, H., & Ytterhus, B. (2019). Inclusion in Physical Education: Teacher Attitudes and Student Experiences. A Systematic Review, International Journal of Disability, Development and Education, 66:1, 36 55, DOI: 10.1080/1034912X.2018.1435852.

Savino, L., Rio, L., & Gomez, F. (2015). The adapted physical activity as a valuable tool to overcome social prejudice to the disabled persons. Journal of Human Sport and Exercise. 2015, 10(Proc1): S418-S424. doi:10.14198/jhse.2015.10.Proc1.34.

Sibilio, M., G. Raiola, F. Gomez Paloma, F. D’Elia, M. Galdieri, G. Baldassarre, N. Carlomagno. (2008). The value of the sport within social integration processes. AIESEP 2008 World Congress—Sport pedagogy research, policy & practice: International perspectives in physical education and sports coaching.

Tolgfors, Björn (2020). Promoting Integration through Physical Education (?). Sport, Education and Society, v25 n9 pp. 1029-1042.

Viciana J, Mayorga-Vega D, Parra-Saldías M. (2019). Adolescents’ physical activity levels on physical education and non-physical education days according to gender, age, and weight status. European Physical Education Review. 25(1):143-155. doi:10.1177/1356336X17706683.

WHO - World Health Organization (2015). Physical activity strategy for the WHO European Region 2016–2025.




DOI: https://doi.org/10.32043/gsd.v5i4.454

Refback

  • Non ci sono refbacks, per ora.


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.