在体育团队运动中培养可持续的包容性问题

Sustainability Pub Date : 2024-07-25 DOI:10.3390/su16156379
A. Graça, Luisa Estriga, Paula Batista
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引用次数: 0

摘要

团队运动游戏作为体育教育的一个根深蒂固的方面,在这一学校学科领域的历史上一直得到坚持。将游戏教学和评估局限于孤立的技能,以及比赛的选择性压力,给体育课上处理多样性和包容所有学生的问题带来了严重的问题。本文以全纳教育的《萨拉曼卡宣言》为框架,旨在推动关于更新和改善体育课上接触、参与和学习团队运动游戏的机会的讨论。德卢卡的四种全纳概念(规范性、整合性、对话性和跨 越性)构成了本文所采用的分析框架,以支持关于游戏模式的学习目标、策略以及如何 促进处理学生的多样性和全纳问题的讨论。讨论强调了体育教学游戏中的对话性和超越性共融,倡导通过师生的积极共建来实现共同调控和团队调控,从而开辟了新的领域。这些努力的最终目的是营造更加包容和公平的体育学习环境,促进社会的可持续发展和社会公正。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Problem of Nurturing Sustainable Inclusion within Team Sports in Physical Education
Team sport games, as a deep-rooted facet of physical education, have been upheld throughout the history of this school subject area. The confining of teaching games instruction and assessment to isolated skills, as well as the selective pressure of competition, generate serious problems for dealing with the diversity and inclusion of all students in physical education classes. Framed using the Salamanca Declaration for inclusive education, the purpose of this paper is to contribute to the discussion on renewing and bettering the opportunities for accessing, participating, and learning team sports gameplay in physical education. DeLuca’s four conceptions of inclusion (normative, integrative, dialogical, and transgressive) constitute the analytical framework adopted to support the discussion about the game-based models’ learning goals, strategies, and the ways to contribute to dealing with students’ diversity and inclusion. The discussion breaks new ground by emphasizing dialogical and transgressive inclusion in teaching games in physical education advocating for co-regulation and team regulation through active co-construction by students and teachers. These efforts ultimately aim to cultivate more inclusive and equitable physical education learning environments, fostering a sustainable and socially just society.
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