PHYSICAL LITERACY (PL) AS A SCHOOL TOOL TO STIMULATE STUDENT LEARNING AND INCLUSION: HYPOTESIS OF AN INTEGRATED TEACHING MODEL

Fabiola Palmiero, Francesco Tafuri

Abstract


Physical literacy is an emerging and crucial topic of increasing relevance in the international debate on physical education, due to its formative role and positive influence on the well-being and holistic development of all students, particularly those with special educational needs (BES). This study explores the current interdisciplinary debate, focusing on the most effective educational models for developing PL, examining intervention models and recognised best practices, with the aim of developing an integrated, inclusive, accessible and territorially adaptable Italian model. The research is based on a qualitative-quantitative methodological approach using validated and standardised assessment instruments such as the Test of Gross Motor Development (TGMD-2), the Physical Literacy Assessment for Youth (PLAY) and the Motivational Questionnaire of Interest in Physical Activity. Analyses will confirm that this approach supports students' psychophysical development, social participation and enhances individual abilities.

Keywords


Physical Literacy, Integrated Learning Model, Student Learning, Special Educational Needs (SEN)

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References


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DOI: https://doi.org/10.32043/gsd.v8i4.1238

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