Inclusion guide in practical physical education lessons

Why do we still have difficulty integrating some students into the practical classes of physical education? Why is it still common to come across teams within the courts without female representativeness or PCD students?

This is one of the greatest concerns of sports professionals, which is why we create a guide who, in addition to answering these questions, will help you be an even more inclusive physical education teacher with your class.

Why don’t some girls practical physical education lessons?

The first fact is that, previously in schools, boys and girls were completely separated in all their activities.

This rule was a movement that was born in 1960 in Europe called «single sexual education».

The justification was that they could have their best respected learning processes, since children of different sexes have different skills.

However, stimulating sports or «intelligent» activities were mainly intended for boys, in the meantime the girls have been stimulated to activities related to good behavior and affection, especially in primary education.

You may have already noticed the difference between gifts for children of different genres: the girls get dolls, cuisine, cricches and numerous things related to domestic services, while the boys receive ball, trolleys, logical games and other gifts related to physical or intellectual practice.

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With this, we conclude that the greatest villain of this situation is the lack of stimulus, which happens from the first years of life and goes unnoticed to people who should worry, in the family and school.

What should a physical education teacher do in these situations?

Because of this cultural history of schools, in the subconscious of the boys, the girls are delicate, fragile, they cannot get hurt during sport or do not even know the rules of the game.

The first step that a teacher should undertake in this situation is to show the opposite of each class in theoretical classes.

In addition, another suggestion is to diversify the sport of classes, usually the practice of football is a male option in practical classes or free classes, and it is very important to show them that they live in shared spaces where everyone has the same rights.

Learning to share space stimulates cooperation, respect and spirit of the community among all.

Finally, it is essential that a teacher analyzes all aspects that cause this segregation.

They can be numerous and very particular. For example, nobody likes to be the last chosen for a team, which could not be considered a bad appearance, but happens.

However, if this is one of the reasons, it begins to select girls like the team’s captains, like those who choose.

Or do a rule that interval boys and girls when you set the groups.

What about the inclusion of PCD students (person with disabilities) in physical education?

First of all, so that a teacher has conducted a lesson with this student, he must have a certified preparation.

Tackling this situation requires the adaptation of the physical space, the adequate didactic material, the adequate teaching method and the specialized technical-pedagogical support.

That is, without this training it is not possible to achieve true inclusion in daily school life.

Embracing the inclusion of this student in physical education classes, encourages the rest of the class to socialization, cooperation, solidarity, company, responsibility and respect for the other without discrimination of personal, physical, sexual or social characteristics.

Therefore, if you are a teacher who believes in the sporting potential of all your students, seek educational institutions that will bring you better to the formation of training and recycling courses.

The penalty believes that, with many efforts and dedication, inclusion at school can happen.

In addition, we have to walk together and make sports accessible to everyone.

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