Health and adapted physical education from the perspective of innovative framework educational programs
Abstract
School physical education (SPE) plays an important role in supporting the lifestyle of children not only through the direct amount of physical activity (PA), but also from an educational point of view. Support for movement literacy (PG) presages the development of motivation for PA, a higher rate of inclusion of PA in the daily and weekly routine, similar to awareness of suitable PA.
Physical education, as well as other forms of PA at school (movement moments, breaks, courses), help the physical, psychological and social development of children. Pupils with special educational needs (SEN), including children with obesity, have the right to support measures to ensure equal access to education.
Childhood obesity has serious bio-psycho-social impacts that tend to progress and intensify and are often related to children's low adherence to PA (in and out of school). The cooperation of a number of determinants is necessary for the development of PG.
The cooperation of the parties involved (teachers, principals, doctors, counseling facilities, creators of legislative standards and curriculum documents, faculties preparing future teachers, etc.) is key. Others include changes in general recommendations, restrictions on excessive use of free time from TV, changes in TV classes and the use of individualized pedagogical support (including offers of health and applied TV).