ical education represents a negative experience for many children, “a cruel, humiliating ritual that rewards only the most athletic and competitive children” (Kennedy Manzo 1). The problems can often be worse for minorities like the handicapped, gay and lesbian students, and others who are often “excluded” by peers when it comes to physical education. Because of this, the concept of inclusion has gained increasing significance where physical education is concerned. The concept of inclusion encompasses the belief that, since real-world situations outside of school are inclusive, i.e., they involve people of different races, religions, aspirations, disabilities, etc., children should learn and grow in environments that are similar. Full inclusion is based on the contention that students have a right to achieve their full potential within an integrated and diverse community and society. Inclusion fosters respect for diversity and interdependence, wherein learners are able to recognize each person contributes something of value to the overall group.
Because many children who feel ostracized during physical education class lack motivation to participate in physical education, it is probable that using inclusion strategies in physical education will increase motivation. Inclusion promotes success based on interdependence and collaboration. Adding cooperation to competition may alleviate the stress many students feel when anticipating participation in physical education endeavors. Therefore, the problem encompasses examining whether meeting the needs of students with challenges through inclusion will improve motivation in students with regard to physical education programs.
Kennedy Manzo, Kathleen. (1997). As some skate forward, others dodge PE. Education Week, Vol. 16, 1-3.
The purpose of this study was to assess whether personal perceptions distort image with regard to the importance of physical education as ...