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Review

The Problem of Nurturing Sustainable Inclusion within Team Sports in Physical Education

1
Faculty of Sport, University of Porto, 4200-450 Porto, Portugal
2
Centre of Research, Education, Innovation and Intervention in Sport, Faculty of Sport, University of Porto, 4200-450 Porto, Portugal
3
Centre for Research and Intervention in Education (CIIE), Faculty of Psychology and Education Sciences, University of Porto, 4200-135 Porto, Portugal
*
Author to whom correspondence should be addressed.
Sustainability 2024, 16(15), 6379; https://doi.org/10.3390/su16156379
Submission received: 31 May 2024 / Revised: 20 July 2024 / Accepted: 22 July 2024 / Published: 25 July 2024
(This article belongs to the Special Issue Sustainable Education for All: Latest Enhancements and Prospects)

Abstract

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.
Keywords: school; student diversity; team gameplay; inclusive sustainable practices school; student diversity; team gameplay; inclusive sustainable practices

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MDPI and ACS Style

Graça, A.; Estriga, L.; Batista, P. The Problem of Nurturing Sustainable Inclusion within Team Sports in Physical Education. Sustainability 2024, 16, 6379. https://doi.org/10.3390/su16156379

AMA Style

Graça A, Estriga L, Batista P. The Problem of Nurturing Sustainable Inclusion within Team Sports in Physical Education. Sustainability. 2024; 16(15):6379. https://doi.org/10.3390/su16156379

Chicago/Turabian Style

Graça, Amandio, Luisa Estriga, and Paula Batista. 2024. "The Problem of Nurturing Sustainable Inclusion within Team Sports in Physical Education" Sustainability 16, no. 15: 6379. https://doi.org/10.3390/su16156379

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