Attentional Neurodiversity in Physical Education Lessons: A Sustainable and Inclusive Challenge for Teachers

  1. Villa-de Gregorio, Miguel 3
  2. Palomo-Nieto, Miriam 1
  3. Gómez-Ruano, Miguel Ángel 2
  4. Ruiz-Pérez, Luis Miguel 2
  1. 1 Facultad de Educación-Centro de Formación del Profesorado, Universidad Complutense de Madrid
  2. 2 Facultad de Ciencias de la Actividad Física y del Deporte (INEF), Universidad Politécnica de Madrid
  3. 3 Facultad de Educación-Centro de Formación del Profesorado, Universidad Complutense de Madrid
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Revista:
Sustainability

ISSN: 2071-1050

Año de publicación: 2023

Volumen: 15

Número: 6

Páginas: 5603

Tipo: Artículo

DOI: 10.3390/SU15065603 GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Sustainability

Resumen

Attentional neurodiversity is evidenced in the majority of current schools. The role that physical education plays for the inclusion of students with attentional problems in the school is quite relevant. This essay aims to show the effectiveness of sports and physical exercise on the core symptoms of schoolchildren and adolescents with attention deficit/hyperactivity disorder (ADHD). What is more, this proposal sheds light the key differences between clinical conditions of physical exercise and/or sport interventions and the ecological conditions of physical education lessons where the students with attentional problems should be included. Finally, this essay puts forward the real need for bridging the gap between physical education and science by changing the curriculum based programs, re-designing the teachers’ training programs, and acquiring the scientific recommendations in order to ensure the inclusion of all students according to Agenda 2030.

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