Real examples of inclusive pe-lessons

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Introduction

THENAPA project (between 1999-2003)  was oriented on two major realisations: education pillar, integration pillar – later divided into “regular school PE lessons” and “sports integration”. As one of the most important recommendation (in the framework of  “inclusion in regular PE lessons”) seemed to be continuing education for in-service  PE teachers. Parallel with THENAPA Czech national grant project “The best place for all of us is our school” was developed with group of teachers and doctoral students  of Palacký University, Olomouc. Due to THENAPA and home knowledge special study course was composed, assessed and accredited.

Graduates of the course mentioned above  created individual care about several inclusive PE lessons at primary and secondary schools, it means about teachers, inclusive students, process and research evaluation. As a lot of projects are oriented on attitudes of teachers, less of school-mates, research group was focused besides attitudes on benefit of emotional experience and social relations as well as fitness and skills variables.

Methods

Questionnaire assessed attitudes of PE teachers and staff of special education centres, two short questionnaires oriented on school-mates and inclusive pupil relations and internal experience during PE lessons (DEMOR) were used. Fitness and skills were assed with modifies EURO-fit test + Winnick test. Didactic categories of  continuum of inclusion were assessed with specially designed  instrument based on Flanagan CIT (critical incident technique).

Results

Methods and management standardisation can be considered as one of important results for recent and future research. The second one seems to be the design of education course for in-service teachers and realization in practice. The third - realization of inclusive PE lessons in the framework of recent legislation and special training and assistance in possible. Inclusive PE lesson can fully respect main aim of PE lessons (health, education, formation).

Discussion/Conclusions

The results of several examples allowed to give recommendation for intensive stress for education and realization of inclusive lessons in practice.

 

References

[1]. Thenapa (2003) CD-ROM: Adapt

[2]. Dinold, M. & Valkova, H. (2003). Inclusion and integration through Adapted Physical Aktivity, 47-73. K.U.Leuven

[3]. Halamičková, K. & Valkova, H. (2003). Didactic categories in inclusive PE lessons at the secondary school level: case study.  In Acta Univ. Palackianae Olomucensis, gymnica, 2003 (in press).

[4]. Valkova, H., Kudláček, M. & Halamičková, K. (2003). The best place for all of us: 3 years project of inclusion in PE lessons. ISAPA Congress, Seoul 2003.