This document is a literature review on inclusive teaching in physical education. It discusses how students with disabilities and low grades are often placed in whole group activities, while students with high grades are in small group activities. Proximity to the teacher seems to be a form of support for students with disabilities. Higher quality teaching is associated with more student engagement, as teachers are closer to all students and lessons are more focused and complex. The review aims to analyze studies on inclusion in physical education over the past 20 years and provide recommendations.
This document is a literature review on inclusive teaching in physical education. It discusses how students with disabilities and low grades are often placed in whole group activities, while students with high grades are in small group activities. Proximity to the teacher seems to be a form of support for students with disabilities. Higher quality teaching is associated with more student engagement, as teachers are closer to all students and lessons are more focused and complex. The review aims to analyze studies on inclusion in physical education over the past 20 years and provide recommendations.
This document is a literature review on inclusive teaching in physical education. It discusses how students with disabilities and low grades are often placed in whole group activities, while students with high grades are in small group activities. Proximity to the teacher seems to be a form of support for students with disabilities. Higher quality teaching is associated with more student engagement, as teachers are closer to all students and lessons are more focused and complex. The review aims to analyze studies on inclusion in physical education over the past 20 years and provide recommendations.
This document is a literature review on inclusive teaching in physical education. It discusses how students with disabilities and low grades are often placed in whole group activities, while students with high grades are in small group activities. Proximity to the teacher seems to be a form of support for students with disabilities. Higher quality teaching is associated with more student engagement, as teachers are closer to all students and lessons are more focused and complex. The review aims to analyze studies on inclusion in physical education over the past 20 years and provide recommendations.
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Name: Ryan R.
Dela Cruz Course: BSED-PE
Year level: 2nd year
“ROLE OF INCLUSIVE TEACHING IN PHYSICAL EDUCATION AND HEALTH OF
CHILDREN IN ELEMENTARY SCHOOL”
Introduction
Including students with disabilities in school-based Physical Education (PE) is common
practice. However, little is known about students' engagement and interaction in this
environment and how it is related to PE teaching skills. Student engagement and interaction
patterns were therefore observed. A multiple time-sampling method was used to perform
observations of individual, contextual and environmental aspects of student engagement in
school-based PE lessons. Students with disabilities and with low grades were more often
observed in whole group activities, students with high grades in small group activities.
The primary type of support provided to students with
disabilities in PE seemed to consist of communicative proximity to the teacher. They were more
often observed to be close to the teacher. Our results suggest that proximity to the teacher may
serve as an indicator of inclusive teaching. In high-level teaching environments, teachers were
more frequently in communicative proximity to all students, which facilitates learning. Lessons
were also more focused (physically and academically) and technical devices and music were
used for teaching purposes. More complex lesson content requires more instructions and our results show that, despite more instructions, all student groups were more on-task. Implied from
our observations is that lesson complexity, the structuring of whole/small group formats, teacher
proximity, and student engagement are aspects to consider when studying school-based PE.
Some children receiving school education, which includes PE, require support which is
additional to the provision that is generally provided to their peers in order to help them benefit
from school education. In this paper, these children are referred to as children with AN. Children
with AN can have particular learning needs that arise from a range of differences between
children, including cognitive, motor and physical, sensory, communicative and behavioural.
There is a need to note that many different descriptions about inclusion in
PE (e.g., inclusion of students with disabilities in general PE, inclusion of students with
disabilities in regular PE, and inclusive PE) existed in previous studies. Inclusive PE or inclusion
in PE in this study refers to the inclusion of students with disabilities within the PE curricula or
contexts. Therefore, the purpose of this review was to analyse studies on inclusion in PE over the
past 20 years and then propose recommendations for future research.
Value of the Study
Inclusive education as an over-arching concept impacts on different policies and
implementation approaches in compulsory, higher and teacher education. At all levels, the goals
of inclusive education are achieved within settings and systems that value everyone equally and
see schools as community resources. Inclusive education is concerned with all learners and is
aimed at increasing the meaningful participation of an individual in learning opportunities and
reducing their exclusion from education and wider society.
These values form the foundation for all teachers to acquire knowledge, develop
understanding and implement the skills necessary for working in inclusive education. Inclusive
systems provide a better quality education for all children and are instrumental in changing
discriminatory attitudes. Schools provide the context for a child’s first relationship with the
world outside their families, enabling the development of social relationships and interactions.
Respect and understanding grow when students of diverse abilities and backgrounds play,
socialize, and learn together.
Education that excludes and segregates perpetuates discrimination against traditionally
marginalized groups. When education is more inclusive, so are concepts of civic participation,
employment, and community life.
Preliminary Literature Review
A shared goal of quality PE and the development of a physically active lifestyle, has
directed the design of national content standards for PE (Rink, 2013). In accordance with
guidelines outlined by UNESCO, the core aspects of inclusive Quality Physical Education (QPE)
are inclusion, physical literacy, and child protection and safeguarding. Highly qualified teachers
should provide students with sport values (respect, fair play, tolerance), support their skills,
confidence, knowledge and understanding to make good decisions about physical activity
throughout the lifespan, and contribute to personal well-being and student healthy and active
lifestyle (UNESCO, 2015).
Student engagement in school-based PE may provide key opportunities for students to
gain knowledge and skills necessary for leading an active lifestyle in the future (Block and
Obrusnikova, 2007). Knowledgeable instructors may create a meaningful learning environment
that fosters autonomy (Shirazipour et al., 2018), with lessons structured into inclusive PE settings
that may promote the physical, social, affective, and cognitive benefits claimed for PE (Bailey et
al., 2009).
Inclusive school development values diversity, supports every student's full participation,
including the dimensions of attendance and engagement, and reduces exclusion of vulnerable
learners (De Vroey et al., 2016). High quality teaching, which incorporates cognitive, creative
and emotional prerequisites for positive functioning, is needed for these students to reach their
potential (UNICEF, 2012).
UNICEF, 2012).
Statement of the Problem
The current observational study targeted students with disabilities and examined links
between student engagement, type of activity and teaching skills.
1. Teaching Skills in a PE Environment in terms of:
1.1 Practicing skills
1.2 Being social
2. How does student engagement in PE vary between the groups of students examined?
3. What characterizes contexts in which students are highly engaged?
4. What characterizes PE lessons with high-/low-level teaching skills?
