Adapted Sports Practice and the Educational Process
Keywords:
Adapted physical activity, Inclusion, Integrated sport, Motor task, Special pedagogyAbstract
The teaching of motor and sports activities adapted to disabilities is a fruitful field of educational intervention in continuous evolution. The analysis, adaptation of the motor task supports the implementation of teaching models that promote an inclusive sports experience for all students. Sport integrated into the teaching-learning process, in fact, pursues inclusive goals according to an adapted methodological approach, i.e. accessible and personalized. The following contribution aims to highlight the educational purposes of motor and sports activity, focusing on the vision of both Adapted Physical Activity and integrated sports activity. There is also the regional project “School, Sport and Disability” promoted by CIP Puglia in collaboration with USR Puglia, which over the years has involved a high number of students with disabilities from lower and upper secondary schools in order to promote the participation of disabled pupils in student championships, with the aim of implementing sports and relational experiences, and encourage continuity of extracurricular practice.
References
Avanzino, L., Gueugneau, N., Bisio, A., Ruggeri, P., Papaxanthis, C., & Bove, M. (2015). Motor cortical plasticity induced by motor learning through mental practice. Frontiers in Behavioral Neuroscience, 9. https://doi.org/10.3389/fnbeh.2015.00105
Bailey, R. (2006). Physical Education and Sport in Schools: A Review of Benefits and Outcomes. Journal of School Health, 76(8), 397–401. https://doi.org/10.1111/j.1746-1561.2006.00132.x
Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., Sandford, R., & Bera Physical Education And Sport P. (2009). The educational benefits claimed for physical education and school sport: An academic review. Research Papers in Education, 24(1), 1–27. https://doi.org/10.1080/02671520701809817
Black, K., & Stevenson, P. (2012). Information and advice: The Inclusion Spectrum incorporating STEP (https://web.archive.org/web/20170806010947/http://www.englandathletics.org/shared/get-file.ashx?id=13231&itemtype=document). http://www.englandathletics.org/shared/get-file.ashx?id=13231&itemtype=document
Block, M. E. (2016). A teacher’s guide to adapted physical education: Including students with disabilities in sports and recreation (Fourth edition). Paul H. Brookes Publishing.
Bloemen, M. A. T., Backx, F. J. G., Takken, T., Wittink, H., Benner, J., Mollema, J., & De Groot, J. F. (2015). Factors associated with physical activity in children and adolescents with a physical disability: A systematic review. Developmental Medicine & Child Neurology, 57(2), 137–148. https://doi.org/10.1111/dmcn.12624
Bodini, A., Capellini, F., & Magnanini, A. (2010). Baskin ...: Uno sport per tutti : fondamenti teorici, metodologici e progettuali. FrancoAngeli.
Bull, F. C., Al-Ansari, S. S., Biddle, S., Borodulin, K., Buman, M. P., Cardon, G., Carty, C., Chaput, J.-P., Chastin, S., Chou, R., Dempsey, P. C., DiPietro, L., Ekelund, U., Firth, J., Friedenreich, C. M., Garcia, L., Gichu, M., Jago, R., Katzmarzyk, P. T., … Willumsen, J. F. (2020). World Health Organization 2020 guidelines on physical activity and sedentary behaviour. British Journal of Sports Medicine, 54(24), 1451–1462. https://doi.org/10.1136/bjsports-2020-102955
Cambi, F. (2003). Una pedagogia sportiva per la società di massa. In R. Frasca (Ed.), Memorie olimpiche (pp. 31–46). Mondadori.
Cioni, L., & Magnanini, A. (2023). Specific Developmental Disorders and Sports: An Exploratory Study on Participation and Environmental Barriers. Giornale Italiano Di Educazione Alla Salute, Sport e Didattica Inclusiva, 7(4). https://doi.org/10.32043/gsd.v7i4.1030
Colella, D. (2018). Physical Literacy and Teaching Styles. Re-orienting physical education at school. Formazione & insegnamento, 16(1 Suppl.), 33–42. https://ojs.pensamultimedia.it/index.php/siref/article/view/2759
Colella, D. (2019). Insegnamento e apprendimento delle competenze motorie. Processi e Relazioni. Formazione & insegnamento, 17(3), 73–88. https://doi.org/10.7346/-feis-XVII-03-19_07
Colella, D., Pascali, G., & D’Arando, C. (2023). Motor Competencies Oriented Physical Education Teacher Training. Preliminary Results on Self-Perception of Teaching Styles. Giornale Italiano Di Educazione Alla Salute, Sport e Didattica Inclusiva, 7(2). https://doi.org/10.32043/gsd.v7i2.842
D’Alessio, C. (2017). Epistemologia della corporeità ed educazione allo sport ed al movimento: Un approccio storico, critico, euristico. Formazione & insegnamento, 14(3 Suppl.), 123–138. https://ojs.pensamultimedia.it/index.php/siref/article/view/2089
De Anna, L. (2007). Le attività motorie e sportive nella scuola dell’infanzia e primaria in una prospettiva inclusiva. L’integrazione scolastica e sociale, 6(4), 307–314.
De Anna, L. (2009). Processi formativi e percorsi di integrazione nelle scienze motorie. FrancoAngeli.
De Potter, J. C. (2003). Adapted physical activities and sport for sensory impaired individuals: Barriers to full participation. In H. Van Coppenolle, Y. Valandewijck, J. Simons, P. Van de Vliet, & E. Neerinckx (Eds.), First European Conference in APA and Sport: A white paper on research and practice (pp. 135–140). Acco.
Dunn, J. M., & Leitschuh, C. A. (2010). Special physical education (9th ed.). Kendall/Hunt.
Farinella, A., Mosso, C. O., & Leonardi, D. (2017). Physical activity and sports as a strategy to promote inclusion: An example of adapted physical activity. Formazione & insegnamento, 14(3 Suppl.), 85–92. https://ojs.pensamultimedia.it/index.php/siref/article/view/2085
Gardner, J., Crawford, N. B., & Murphy, J. (1983). The skills analysis model: An effective curriculum for children with severe learning difficulties. British Institute of Mental Handicap.
Gelati, M. (2004). Pedagogia speciale e integrazione: Dal pregiudizio agli interventi educativi (1st ed.). Carocci.
Gola, G. (2020). Conoscere l’insegnamento attraverso il cervello. Prospettive di interazione tra neuroscienze e processi didattici dell’insegnante. Formazione & insegnamento, 18(2), 64–74. https://doi.org/10.7346/-fei-XVIII-02-20_06
Grenier, M., Miller, N., & Black, K. (2017). Applying Universal Design for Learning and the Inclusion Spectrum for Students with Severe Disabilities in General Physical Education. Journal of Physical Education, Recreation & Dance, 88(6), 51–56. https://doi.org/10.1080/07303084.2017.1330167
Hall, T. E., Meyer, A., & Rose, D. H. (Eds.). (2012). Universal Design for Learning in the Classroom: Practical Applications. Guilford Press.
Heck, S., & Block, M. E. (Eds.). (2021). Inclusive physical education around the world: Origins, cultures, practices (1st ed.). Routledge.
Hutzler, Y., & Sherrill, C. (2007). Defining Adapted Physical Activity: International Perspectives. Adapted Physical Activity Quarterly, 24(1), 1–20. https://doi.org/10.1123/apaq.24.1.1
IFAPA. (2004). By-Laws. http://www.ifapa.biz/imgs/uploads/PDF/IFAPA%20By-Laws.pdf
Le Boulch, J. (2017). Educare con il movimento (2nd ed.). Armando.
Magnanini, A. (2009). Lo Sport... Per tutti: Una risorsa per l’integrazione. In L. De Anna (Ed.), Processi formativi e percorsi di integrazione nelle scienze motorie (pp. 188–195). FrancoAngeli.
Magnanini, A. (2015). Sport for All: Italian Model. International Journal of Science Culture and Sport, 3(10), 113–113. https://doi.org/10.14486/IJSCS418
Magnanini, A. (2021). Educazione fisica inclusiva a scuola: Uno studio pilota. Annali online della Didattica e della Formazione Docente, 13, 104–121. https://doi.org/10.15160/2038-1034/2353
Magnanini, A., & De Anna, L. (2011). Processi di integrazione nelle Scienze motorie all’Università: Un tirocinio per le attività motorie e sportive integrate. L’integrazione scolastica e sociale, 10(4), 355–361.
Magnanini, A., Moliterni, P., Cioni, L., & Ferraro, A. (2018). Integrated football: An educative proposal from sport to inclusion. New Trends and Issues Proceedings on Humanities and Social Sciences, 5(1), 182–189. https://doi.org/10.18844/prosoc.v5i1.3413
MIUR, M. dell’Istruzione dell’Università e della R. (2009). Linee guida sull’integrazione scolastica degli alunni con disabilità (Note Prot. n. 4274). https://www.istruzione.it/archivio/web/istruzione/prot4274_09.html
Moliterni, P. (2013). Didattica e Scienze Motorie: Tra mediatori e integrazione. Armando.
Moliterni, P., Magnanini, A., & Ferraro, A. (2018). The ICF-CY in Physical Education: A tool for the evaluation of social and civic competences. Formazione & insegnamento, 16(1 Suppl.), 83–94. https://ojs.pensamultimedia.it/index.php/siref/article/view/2764
Moliterni, P., & Mastrangelo, M. E. (2016). Verso il canestro e oltre! Baskin per promuovere inclusione e prosocialità: Uno studio pilota. Italian Journal of Special Education for Inclusion, 4(2), 171–188. https://ojs.pensamultimedia.it/index.php/sipes/article/view/1928
Mosston, M., & Ashworth, S. (2008). Teaching Physical Education (1st online). Spectrum Institute for Teaching and Learning. https://spectrumofteachingstyles.org/assets/files/book/Teaching_Physical_Edu_1st_Online.pdf
Mura, A. (2009). Pregiudizi e sfide dell’inclusione: Le attività motorie integrate. In L. De Anna (Ed.), Processi formativi e percorsi di integrazione nelle scienze (pp. 111–137). FrancoAngeli.
Mura, A. (2011). Pedagogia speciale oltre la scuola: Dimensioni emergenti nel processo di integrazione. FrancoAngeli.
Olivieri, D. (2017). Mind-body, brain, education: A neuroscience perspective about physical education. Formazione & insegnamento, 14(1 Suppl.), 89–106. https://ojs.pensamultimedia.it/index.php/siref/article/view/1882
Opstoel, K., Chapelle, L., Prins, F. J., De Meester, A., Haerens, L., Van Tartwijk, J., & De Martelaer, K. (2020). Personal and social development in physical education and sports: A review study. European Physical Education Review, 26(4), 797–813. https://doi.org/10.1177/1356336X19882054
Pesce, C. (2002). Insegnamento prescrittivo o apprendimento euristico? Rivista di Cultura Sportiva, 55, 10–18.
Pesce, C., Croce, R., Ben-Soussan, T. D., Vazou, S., McCullick, B., Tomporowski, P. D., & Horvat, M. (2019). Variability of practice as an interface between motor and cognitive development. International Journal of Sport and Exercise Psychology, 17(2), 133–152. https://doi.org/10.1080/1612197X.2016.1223421
Rosa, R. A., & Colella, D. (2004). L’attività fisica adattata nella scuola e nel tempo libero. Difficoltà di Apprendimento e Didattica Inclusiva, 10(1), 107–122.
Rose, D. (2000). Universal Design for Learning. Journal of Special Education Technology, 15(4), 47–51. https://doi.org/10.1177/016264340001500407
UNESCO, & España - Ministerio de Educación y Ciencia. (1994). The Salamanca Statement and Framework for Action on Special Needs Education (ED.94/WS/18). UNESCO.
UNESCO, OFCH, Agitos Foundation, WADA, ICSSPE/CIEPSS, & CIFP. (2019). Sport values in every classroom: Teaching respect, equity and inclusion to 8-12 year-old students. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000371303
USR Puglia, Regione Puglia, & Comitato Italiano Paralimpico - Comitato Regionale Puglia. (2017). Scuola, Sport e Disabilità. https://www.scuolasportedisabilitapuglia.it/articoli/allegato/opuscolo-progetto-scuola-sport-disabilità-17-18.pdf
WHO - World Health Organization. (2010). Global recommendations on physical activity for health. Recommandations mondiales sur l’activité physique pour la santé, 58. https://iris.who.int/handle/10665/44399
Winnick, J. P. (1987). An Integration Continuum for Sport Participation. Adapted Physical Activity Quarterly, 4(3), 157–161. https://doi.org/10.1123/apaq.4.3.157
Downloads
Published
How to Cite
License
Copyright (c) 2024 Giacomo Pascali, Dario Colella
This work is licensed under a Creative Commons Attribution 4.0 International License.
Formazione & insegnamento is distributed under Attribution 4.0 International (CC BY 4.0).
For further details, please refer to our Repository & Archiving Policy, as well as our Copyright & Licensing Terms.
