ITALIAN JOURNAL OF HEALTH EDUCATION, SPORTS AND INCLUSIVE DIDACTICS
Not a member yet
636 research outputs found
Sort by
UNIVERSAL DESIGN FOR LEARNING AND PRACTICES OF INTEGRATED DIGITAL DIDACTICS IN THE PHYSICAL EDUCATION IN LOWER SECONDARY SCHOOLS
No full textUniversal Design for Learning is a framework for designing instruction that is accessible and effective for all learners, regardless of their learning styles or needs. Integrated Digital Didactics combines learning and digital settings in presence and at a distance ensuring maximum accessibility and inclusion. Universal Design for Learning well supports UDL as it promotes a fully inclusive curriculum through the strategic use of digital. A pilot study to explore the joint application of UDL and DDI in the teaching of Physical Education in secondary school is illustrated
THE ROLE OF PHYSICAL EDUCATION IN STIMULATING SCHOOL INCLUSION AND THE DEVELOPMENT OF MOTOR SKILLS IN PRIMARY SCHOOL
Full text linkSchool inclusion is one of the main contemporary educational challenges. Physical education represents a powerful tool to promote inclusion, providing a space where not only motor skills but also social and relational competences are developed. This experimental study analyzes the effect of physical education on the promotion of inclusion in primary school using TGMD-2 to assess motor skill development and SPSI to measure the level of perceived inclusion. A 12-week physical education program was implemented in an Italian primary school, and the results indicate a significant improvement in both motor skill development and the level of social inclusion
THE ZONE OF PROXIMAL DEVELOPMENT (ZPD) AND THE SUPERCOMPENSATION: POSSIBLE RELATIONSHIPS AND IMPLICATIONS IN EDUCATION AND SPORT
Full text linkThis article explores the connections between Vygotsky’s Zone of Proximal Development (ZPD) and the theory of supercompensation in sports, hypothesising that their shared mechanisms could offer new perspectives for inclusive interventions. The findings highlight that structured stimuli and expert support foster superior cognitive and physical adaptations, emphasising the pedagogical value of a transdisciplinary approach to designing empowering educational and sports interventions
ASSESSING INCLUSION IN PCTOs: RESEARCH IN SCHOOL SETTING WITH STUDENTS WITH DISABILITIES
Full text linkThe question arises as to whether PCTOs are actually suitable for students with disabilities. This research analyses the effectiveness of PCTOs in terms of inclusion, particularly for these learners in upper secondary school: through a questionnaire administered in five hotel management schools in Naples, accessibility, personalisation, support, skills development and inclusion are assessed. The aim is to propose suggestions for more inclusive and effective pathways that respond to the special needs of these students
INTRODUCTION TO THE PRACTICE OF BIODANZA SRT; AN INNOVATIVE METHOD OF BODY AND EMOTIONAL INTEGRATION IN THE EDUCATIONAL FIELD
Full text linkBiodanza SRT is a practice of bodily expression that is gaining momentum in the world thanks to its innovative pedagogical-experiential teachings. It can be a method of awareness of the body useful to promote the relationship between people. It has many benefits in terms of physical and mental health. Biodanza can be used in the educational field as a support of physical education to promote the relationship in the context of body expression, body language and emotional-affective education.
THE CENTRALITY OF DISTRIBUTED LEADERSHIP OF MIDDLE LEADERS FOR FULL INCLUSION
Full text linkIn schools as complex systems, middle leaders are key to managing organizational and teaching aspects. As mediators, they promote inclusive teaching aligned with Universal Design for Learning (UDL). Their distributed leadership fosters equity and accessibility. This study presents initial results from schools in Campania, exploring teachers’ perceptions of the inclusive leadership enacted by these professionals and its impact on student learning outcomes
HOW TO ASSESS THE INCLUSIVENESS OF EDUCATIONAL TECHNOLOGIES: A PROPOSAL BASED ON THE UDL MODEL
Full text linkQuesto studio, parte del progetto Erasmus+ IA-ME, presenta uno strumento basato sull'intelligenza artificiale per formare insegnanti di sostegno all'utilizzo di tecnologie inclusive per studenti con bisogni educativi speciali (BES). Basato sui principi della UDL (Universal Learning Objective), valuta e categorizza gli strumenti in base all'accessibilità, al supporto linguistico e alla capacità di superare le barriere di apprendimento. Ciò sottolinea l'importanza di una selezione mirata della tecnologia più adatta a ogni specifica disabilità. Promuove un'istruzione equa e un'efficace integrazione della tecnologia nei PEI (Piano Educativo Individualizzato)
AI-ASSISTED WRITING TOOLS FOR STUDENT SELF-ASSESSMENT. INVESTIGATION ON TEACHERS’ PERCEPTIONS AND PRACTICES
Full text linkThe proposal aims to reflect on the potential of AI-assisted writing tools in school assessment practice. The results of a questionnaire on the perceptions and practices of 549 teachers regarding the tools - such as ChatGPT, CoPilot and DeepLWrite - used for the self-correction of written composition errors by students are presented. A varied picture emerges, a ‘mixture of sentiments’ ranging from ‘fear’ due to lack of knowledge to ‘certainty’ of the usefulness of their use
ARCHITECTURAL BARRIERS AND THE RIGHT TO INCLUSION: AN ESSENTIAL COMBINATION
Full text linkThe right to inclusion is a core principle for building inclusive, accessible societies. In legal terms, it demands equal opportunity and full participation of persons with disabilities by removing obstacles to their social, economic and political life. Architectural barriers are among the main challenges. This paper analyzes, from the UN CRPD through other international instruments to national law, how these rights and removal measures align and are implemented
INTEGRATING SELF-EFFICACY INTO DIDACTIC METHODOLOGIES IN SPORTS COACHING
Full text linkThis article explores how Self-Efficacy can be effectively used as a teaching tool within a Cognitive Embodiment framework to enhance sports coaching and learning. It will delve into the ways in which coaches can utilize SE-enhancing strategies to foster a more embodied and effective learning experience for athletes, ultimately leading to improved performance and a deeper understanding of their sport