Design of a Methodological Intervention for Developing Respect, Inclusion and Equality in Physical Education

Abstract

The following educational intervention proposal arises from the importance of implementing an education based on fostering values through physical education (PE) lessons. PE has certain characteristics that contribute to enhancing learning at a social, affective and psychological level, in addition to promoting adequate physical development. The proposed design is based on Donald Hellison’s personal and social responsibility model (TPSR), whose main objective is to achieve a teaching methodology that can convey values and skills in the lives of youth at risk of exclusion. Different sports modalities are used in the initiation phase, which make up a ten-week teaching unit and in which the game takes the leading role. The application of this program focuses specifically on students in compulsory secondary education, a stage in which significant changes are experienced in many aspects and levels. However, it is completely adaptable to other developmental stages. In this way, the main objective of this work is to create an intervention proposal that aims to promote, following a set of intervention units of sessions, the development of the three main values in which this work is based: respect, equality and inclusion.

Investigation of Secondary School Student's Value Perceptions and Attitudes Regarding to Physical Education and Sports Lesson

“…Keleş & Yoncalık (2019) determined that secondary school students acquired the values of courageleadership, responsibility, respect, friendship, justice, self-confidence, helpfulness, Ataturkism, patriotism, hard work, and empathy at a very good level in physical education and sports lessons. Similarly, Muñoz-Llerena et al, (2022) concluded that the students who follow the physical education lesson are capable of respecting individual differences, standing up against obstacles, and enabling their learning. Related studies support the findings of the study.…”

Relationship between the Latent Profile of Online Socially Regulated Learning and Collaborative Learning Motivation

“…When promoting the transformation of learners' SoRL from weak SoRL to progressive SoRL, teachers should focus on strengthening learners' CM and increasing learners' sense of belonging to the team. For example, teachers should establish a collaborative atmosphere of respect, equality, and tolerance, encourage learners to speak freely in the collaborative process, and provide sufficient learning resources for the collaborative process to facilitate learners' discussion of learning resources [56]. In addition, teachers should guide collaborative groups to establish a promotive goal structure.…”

Effective Use of Multimedia Data Mining Assisted Teaching in College Football Training Instruction

“…The physical education program has its own specificity, which promotes comprehensive physical development and helps improve learning in social, emotional, and psychological aspects. Adopting a variety of sports at the learning stage provides an effective way of educating young people who are at risk and promotes the development of respect, equality and inclusion in this work [15]. Wu, G et al point out that the blended teaching model, which combines traditional classroom and online learning, has gained the attention and importance of teachers and students.…”