Alessio Santelli, Maria Vittoria Isidori


The Covid-19 pandemic determined a radical revision of the activities in the Physical Education curriculum in schools (DPCM 17-5-2020). This survey, which is part of the project ‘Le Città Europee dello sport’ financed by EU funds, is carried out in ten public schools of all levels in the municipality of L'Aquila, and aims to detect, through interviews with privileged testimonials (16 subjects) and the administration of a questionnaire to curricular and support teachers (63 subjects), to what extent it is possible to guarantee the inclusive function of sport during the pandemic since many aggregative functions are at risk. Its purpose is to design intervention models involving schools and sports associations in order to reconcile aggregative activities and security requirements imposed by Covid. The results of our investigation, in terms of variations in teaching of physical education before and during the pandemic, shows a reduction in the group size in favor of individual activity even when didactics is conducted in presence.

Keywords: Sport, Inclusive School, Integrated System


Didattica, Sport, Inclusione

Full Text:

PDF (Italiano)



Bilgic, H. G., & Tuzun, H. (2020). “Issues and Challenges in Web-Based Distance Education Programs in Turkish Higher Education Institutes”. Turkish Online Journal of Distance Education, 21(1), 143-164.

Bijen F., & Ferman K. (2020). Teaching Strategies for Physical Education during the COVID-19 Pandemic. Journal of Physical Education, Recreation & Dance. Volume 91, pp. 48-50.

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.

Damiani, P., & Gomez Paloma, F. (2021). KEY POINTS BETWEEN NEUROSCIENCE AND EDUCATION FROM THE “EMBODIED COGNITION PERSPECTIVE, Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva/Italian Journal of Health Education, Sports and Inclusive Didactics - Anno 5 n. 2 - IT - https://doi.org/10.32043/gsd.v5i2.371

D'Anna, C., Forte, P., & Gomez Paloma, 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

D’Alonzo, L. (2020). La gestione della classe per l'inclusione. Brescia: Morcelliana.

Decreto del Presidente del Consiglio dei Ministri (17 maggio 2020). Disposizioni attuative del decreto-legge 25 marzo 2020, n. 19, recante misure urgenti per fronteggiare l'emergenza epidemiologica da COVID-19, e del decreto-legge 16 maggio 2020, n. 33, recante ulteriori misure urgenti per fronteggiare l'emergenza epidemiologica da COVID-19. (GU Serie Generale n.126 del 17-05-2020).

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.

Ianes D., Canevaro A. (2016). Orizzonte inclusione. Idee e temi da vent’anni di scuola inclusiva. Trento: Erickson.

Isidori. M. V. (2019). (a cura di). La formazione dell'insegnante inclusivo. Superare i rischi vecchi e nuovi di povertà educativa. Milano: Franco Angeli.

ISTAT (2021). La Pratica Sportiva in Italia. https://www.istat.it

Killian, C.M., Woods, A.M., Graber, K.C., & Templin, T. (2020). Factors associated with high school physical education teachers’ adoption of a supplemental online instructional system. Journal of Teaching in Physical Education, 1-10. https://doi.org/10.1123/ 663 jtpe.2019-0188

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.

ONU – Organizzazione delle Nazioni Unite (2015). Trasformare il mondo: l’Agenda 2030 per lo sviluppo sostenibile.

Paloma, G. F., & Damiani, P. (2015). Cognizione corporea, competenze integrate e formazione dei docenti. I tre volti dell’Embodied Cognitive Science per una scuola inclusiva. Trento: Centro Studi Erickson.

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., Raiola, G., Gomez Paloma, F., D’Elia, F., Galdieri, M., Baldassarre, G., Carlomagno, N. (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.

Smith, C. (2020). Challenges and Opportunities for Teaching Students with Disabilities During the COVID-19 Pandemic, International Journal of Multidisciplinary Perspectives in Higher Education, Volume 5, Issue 1 (2020), pp. 167-173.

Tolga, Ş. (2021). Self-evaluated teacher effectiveness in physical education and sports during school’s closedown and emergency distance learning. International Journal of Curriculum and Instruction. 13(2), pp. 1493-1507

UNESCO (2015). Education 2030 Framework for Action. Towards inclusive and equitable quality education and lifelong learning for al https://en.unesco.org/

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

Williams, L., Martinasek, M., Karone, K., & Sanders, S. (2020). High school students’ 767 perceptions of traditional and online health and physical education courses. Journal of 768 School Health. https://doi.org/10.1111/josh.12865

DOI: https://doi.org/10.32043/gsd.v6i1.504


  • 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: 2532-3296