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TRANSFORMING SCHOOL CULTURE THROUGH INCLUSIVE 
TEACHING AND MOTOR ACTIVITIES 

 
1Prof. Giovanni Luca Bianchi and 2Dr. Elena Sofia Romano 

1Faculty of Psychology and Pedagogy, Pegaso University, Rome, Italy 
2Center for Inclusive Education and Social Development, Pegaso University, Milan, Italy 

 
Keywords:     

Learning; Inclusion; 

Special Pedagogy.   

  

  

ABSTRACT   

Today more than ever, the activation of inclusive projects through the 

contribution offered by physical education is essential to implement a 

strong alliance between school and extra-school, between school and 

family in order to activate a positive contamination of universal and 

timeless values of motor activities. This becomes essential since the 

structuring of society requires a cultural and social pact that 

guarantees in all formal and non-formal environments the learning of 

skills that could transform children's lives. It is for this reason that 

physical activity cannot be for the benefit of a few because the 

aggregative moments that it can express often become a real lifeline 

for many young people.  

In this context, acting through inclusive teaching makes it possible to 

value and capitalize on the individual differences present in all pupils, 

with particular attention to situations in which these differences create 

significant barriers to learning and participation in social life. In fact, 

for some time now it has ceased to be considered as an access lane only 

for students with disabilities or special educational needs, qualifying 

as a quality teaching for all. We can increasingly consider it as a style 

of teaching, a daily educational and didactic orientation.   

 
  

Introduction  
One of the main themes of contemporary 
educational discussion is the concept of school 
inclusiveness, which is achieved when the school 
becomes a learning environment that ensures 
the educational success of all students, no one 
excluded.  
An inclusive school is a school that thinks and 
designs with everyone in mind, starting from the 
modification of the context and not acting only 
on the subject, but finding specific strategies, 
suitable for the disability and, at the same time, 
useful to the community. In inclusive schools, all 
students as persons have the right and dignity to 

personalize and individualize. The Italian school 
today is called upon to respond to the different 
and specific needs of each individual student. 
The current guidelines in the pedagogical and 
didactic field, in fact, affirm the dignity of 
diversity, enhancing it as a resource for the entire 
class group, capable, through the enhancement 
of the potential of each one, to become an 
inclusive class. In this sense, the disabled partner 
becomes an asset, a resource and even a strength 
because it allows you to measure yourself against 
your limits and potential (Brennan, King, & 
Travers, 2021; Óskarsdóttir, Donnelly, Turner-
Cmuchal, & Florian, 2020).  

 



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To achieve this goal, the school must necessarily 
involve all those who play a decisive role in the 
learning processes (teachers, school managers, 
students and families, local authorities) and take 
advantage of all the resources and educational 
opportunities useful for carrying out 
interventions that aim not to separate, 
distinguish, and highlight the diversity of each 
student, but to include, valuing and harmonizing 
differences (PozoArmentia, Reyero, & Gil 
Cantero, 2020).  
In the 1970s in Italy, the closure of special 
schools (Law 517/1977) led to the inclusion of 
disabled pupils in mainstream classes. Over the 
years and the advancement of pedagogical 
research, the term "insertion" was considered too 
static and incapable of expressing the work of co-
education existing among the pupils.  
For this reason, we moved on to talk about 
"integration", a term that better expressed the 
idea that the disabled classmate was not only 
physically present in the classroom, but shared 
the teaching activity of his classmates, 
integrating, precisely, into the work of the class 
with the necessary modifications, reductions, 
adaptations, and the support of the support 
teacher (Kefallinou, Symeonidou, & Meijer, 
2020).  
From the mid-1990s, however, people began to 
question the value of the term "integration", 
which risked taking on negative, purely 
compensatory connotations, forgetting unique 
aspects related to the person, such as originality, 
authenticity, and freedom. The term "inclusion" 
was born, with the intention of highlighting a 
mutual permeability and exchange between 
pupils with different potentials within the same 
class.  
The concept of inclusiveness, as we understand it 
today, is therefore nothing more than the result 
of a slow and gradual evolution of the original 
concept of "tailor-made school", based on the 
centrality of the child, already typical of 
Rousseau, Pestalozzi, Fröbel and Aporti, and 
which takes the form of innovative educational 
proposals and pedagogical theorizations by 

particularly significant pedagogues of the late 
nineteenth and twentieth centuries attentive to 
learning environments and development psycho-
cognitive and social, disability and the child's 
emotionality (Stentiford, & Koutsouris, 2021).  
Inclusion thus becomes a two-way phenomenon, 
in which not only the disabled classmate adapts 
to the behavior of the non-disabled classmates, 
but also the whole class must strive to adapt and 
understand the partner's disability, learning and 
changing through experience with people with 
disabilities and vice versa. The new term 
"inclusion", therefore, refers to a process, a 
philosophy of acceptance, such as the ability to 
provide a framework within which pupils can be 
equally valued, treated with respect and provided 
with equal opportunities. It is a comprehensive 
approach, not only centered on the individual 
disabled person, but which is aimed at all pupils 
and all their potential (Hansen, Carrington, 
Jensen, Molbæk, & Secher Schmidt, 2020).  
The inclusion of students with disabilities in 
Italian schools has been implemented for forty 
years in regular schools and normal classes and 
is achieved through the individualization and 
personalization of educational activities, starting 
from the differences and potential of each 
disabled student, valued in the context of the 
class group.  
1. The Inclusive Didactic Approach  
Inclusive teaching is the teaching of all, which is 
based on personalization and individualization 
through active, participatory, constructive, and 
affective methodologies. The quality of inclusive 
teaching is determined by educational reflexivity 
and intentionality, by the search for alternative 
motivations and hypotheses, by the ability to 
change perspectives of meaning and to produce 
transformative learning (DeMatthews, Serafini, 
& Watson, 2021).  
As Pennac (2010) argues, "Each student plays his 
own instrument, there is nothing to be done. The 
difficult thing is to get to know our musicians 
well and find harmony. A good class is not a 
regiment marching in step, it is an orchestra 
playing the same symphony."   



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Inclusive teaching is, therefore, a teaching 
conceived, designed and planned, from the 
beginning, based on individual variability, 
capable of being accessible for all students and 
not only for some with special educational needs. 
Designing in an inclusive way means thinking, 
whatever the content to be conveyed, of 
personalized, multi-modal, and multilevel forms 
of teaching, because each student faces learning 
at different levels and ways, thus avoiding "path 
emergencies" that force, a posteriori, to modify 
what has been designed for an "ideal class", thus 
avoiding loss of effectiveness of the teaching 
action itself. Poorly designed and poorly 
conducted teaching can run the risk of creating 
barriers to learning itself (Graham, 2020). 
Inclusive teaching is therefore an innovative and 
flexible teaching "style" that facilitates the 
participation, enhancement, and educational 
success of all students.  
Inclusive teaching challenges teachers to develop 
a wide repertoire of teaching strategies that are 
considered effective, not only for pupils with 
special needs, but for everyone. This means that 
every teacher can improve their effectiveness, 
first of all by knowing and then using, monitoring 
and evaluating the best strategy, so as to help 
students become more effective learners 
themselves. There is a lot of research that shows 
how meta-cognitive, cooperative strategies, the 
strengthening of social and emotional skills, as 
well as the creation of a positive classroom 
climate, are essential for inclusive teaching. 
Developing a broad repertoire of effective 
strategies is essential as long as they reflect 
knowledge of the characteristics, needs of 
students and environmental circumstances, as 
well as teachers' professional and personal 
knowledge and skills (Garg, & Sharma, 2020; 
Sleeter, & Zavala, 2020).  
In addition to the dimension of effectiveness 
with respect to methodological-didactic choices 
and actions to be made, an inclusive teacher 
cannot forget the importance of relational and 
emotional skills. Numerous studies show that 
teachers' appropriate mental attitude, emotional 

closeness, and ability to give appropriate and 
positive feedback to students are decisive 
elements for their academic success and the 
creation of a good classroom climate. The 
training of teachers with respect to their social 
and emotional skills, in an inclusive school 
context, certainly cannot be underestimated. The 
quality of the classroom climate (made up of 
relationships and emotional experiences) is 
crucial for the success of students, who learn best 
when they are in an emotionally safe and 
predictable environment, which motivates them 
and stimulates them towards positive and 
inclusive goals (Demchenko, Maksymchuk, 
Bilan, Maksymchuk, & Kalynovska, 2021).  
The concept of inclusivity in contemporary 
schools goes beyond disability, learning 
disorders, explicit difficulties in integration and 
behavior and concerns all pupils with respect to 
whom it is necessary to give different answers for 
their educational needs. The goal of inclusive 
teaching is, in fact, to make all students reach the 
highest possible degree of learning and social 
participation, enhancing the differences present 
in the class. UNESCO's Guidelines for 
Integration Policies in Education (2009) 
emphasize that: "Inclusive schooling is a process 
of strengthening the capacities of the education 
system to reach all students. [...]. An inclusive 
school system can only be created if mainstream 
schools become more inclusive." In other words, 
if they become better at educating all the children 
in their community. For pupils with certified 
disabilities, on the other hand, Legislative Decree 
No. 66 of 13 April 2017 lays down specific rules 
for the promotion of their full school integration. 
In particular, it refers to the so-called Plan for 
Inclusion that each school must prepare to 
overcome all those factors that may hinder its 
implementation, for the coordinated use of 
resources and to design specific improvement 
interventions. The Inclusion Plan must include 
an analysis of strengths and weaknesses, 
objectives to increase inclusiveness for the 
following school year, resources (support 
teachers, assistants, contact persons), 



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methodologies, methods of involving families, 
relations with local social and health services 
that are intended to be activated, actions for the 
acquisition and distribution of additional 
resources for the implementation of inclusion 
projects,  the preparation of interventions for 
entry into the school system, continuity between 
the different levels of school and future 
integration into the world of work (Ciyer, 2010).  
The inclusive school, therefore, equips itself in a 
synergistic way to propose multiple educational 
and didactic strategies, according to a holistic 
approach, which considers the student as a 
complex and multidimensional person with his 
or her own socio-cultural and biological 
characteristics, and aims at the overall 
development of the potential and skills of each 
one for the achievement of the highest possible 
level of learning and socialization. To achieve 
this, however, schools must have the courage to 
renounce the standardization of teaching 
(Kinsella, 2020). It must allow all its members to 
feel part of a community in which the same 
educational ideals are shared, the individuality of 
all its members is respected, each with his or her 
own interests, needs and talents, and offers 
multiple possibilities and formative 
opportunities, so that each one can realize his or 
her aspirations. Fundamental to this new vision 
of the school is respect for the right to self-
determination and to the construction of future 
life projects adapted to the potential of each and 
every one, to the aspirations of families and to 
the new demands of society and culture. The 
school intends to achieve these important 
educational objectives with the collaboration of 
families with whom it is necessary to share, in 
respect of roles and specific responsibilities, 
objectives, goals and strategies for the healthy 
growth of young people. An inclusive systemic 
vision must also consider the contributions that 
can come from collaboration with other public 
and private entities, and from associations 
operating in the area and that are able to 
contribute to ensuring the educational success of 

students (Kim, Yi, & Hong, 2021; Miller et al., 
2022; Stinken-Rösner et al., 2020).   
In the process of individualization of teaching, 
activities are provided for disabled pupils so that 
it is possible to achieve knowledge and skills 
common to the rest of the class. Common 
objectives, therefore, to the class group, but 
different, individualized methodologies, which 
consider the potential, skills, and personal 
abilities of the disabled student, which become a 
resource, trying to eliminate the factors that 
originate or maintain the difficulty.  
Personalized teaching, on the other hand, 
provides for the achievement of objectives that 
are different from those of the class, because they 
are built ad hoc on the disability of the individual 
student, enhancing his or her strengths. In this 
way, by specifically considering the different 
ability of the pupil as a peculiarity of his own, the 
pupil will be given the opportunity to develop his 
full potential and give him the opportunity to 
transmit his different ability to others (Väyrynen, 
& Akunyili, 2020).  
To interpret inclusion as a "day-to-day" way of 
managing classrooms, training must be aimed at 
both support teachers and all curriculum 
teachers. Indications and Guidelines remind us 
that diversity poses a great challenge to didactic 
and educational action, such as being able to face 
it, having adequate skills in inclusive teaching 
strategies, in order to respond adequately not 
only to the needs of disabled pupils or with 
Specific Learning Disorders, with other 
difficulties or developmental disorders and with 
social and cultural disadvantage, but also 
emphasizing the quality of learning of all pupils 
(Sturm, 2019).  
A key aspect is also that of "taking charge" of the 
student, which must be carried out by the entire 
"educating community", avoiding processes of 
delegation to the support teacher alone. Hence, 
therefore, the need for targeted, specific, 
modular training interventions that consider the 
different starting levels of those who access 
training and, above all, based on a participatory 
vision of inclusion and oriented towards 



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cooperation and cooperative teaching 
(Mihajlovic, 2020).  
Nevertheless, the school, which for over forty 
years has been trying to be a welcoming and 
inclusive context, today feels it must oppose the 
adverse pressures that come from the outside 
with a decisive and constructive commitment to 
inclusion. These educational ideals are expressed 
through pedagogical challenges from which the 
school cannot move away. Learning and teaching 
practices can guide inclusive actions in the 
classrooms, through participation, cooperation, 
interdependence, and laboratory methodology.  
2. Physical Education as a means of 
inclusion  
The stimulating encounter between physical 
activity and the world of disability takes place 
starting from the origins of school inclusion. 
Physical education, in fact, is one of the school 
disciplines that contributes decisively to the 
formation of one's bodily identity, personality 
and the acquisition of communicative-relational 
skills (Demchenko, Maksymchuk, Bilan, 
Maksymchuk, & Kalynovska, 2021).  It is 
considered fundamental for the harmonious 
development of the personality and for the 
formation of citizens capable of expressing 
themselves and relating in today's world, so 
much so that it has been defined as a "hinge 
discipline between the scientific, communicative 
and expressive, relational and citizenship fields" 
(MIUR, 2018). Physical education promotes self-
knowledge and one's potential in a constant 
relationship with the environment, others, and 
objects. It also contributes to the formation of the 
student's personality through the knowledge and 
awareness of one's own bodily identity, as well as 
the continuous need for movement as a constant 
care of one's person and well-being. Motor 
activities provide students with opportunities to 
reflect on the changes in their bodies, to accept 
them and live them serenely as an expression of 
each person's growth and maturation process 
(Sánchez, de Haro-Rodríguez, & Martínez, 
2019). They also offer opportunities to reflect on 
the significance of self-image in comparison with 

peers. The primary objective of physical 
education is, in fact, to promote the growth of 
physically educated people through the 
acquisition of skills, such as motor skills, 
knowledge, socio-affective behaviors and 
motivations such that they are urged to adopt 
healthy and physically active lifestyles based on 
awareness of the bodily (Haegele, 2019). This 
orientation frames the discipline in a holistic 
approach, which identifies among its main 
purposes the physical, cognitive, and social 
development of children, together with the 
promotion of a healthy lifestyle, assigning it the 
role of a privileged tool for the structuring of 
personality, social relationships and for the 
acquisition of the necessary life skills throughout 
life. It is for this reason that physical education is 
proposed as an essential element for integrated 
growth. It follows that, through a conscious 
pedagogical orientation aimed at proposing 
significant motor experiences and the 
acquisition of new skills, it is necessary to 
promote an adequate motor planning that 
correlates with a coherent pedagogical 
intentionality, in order to adequately define 
motor action and to attribute a fair value to it. 
Therefore, education through the body and 
movement cannot be linked to didactic strategies 
linked only to doing but must also and above all 
be realized in a condition linked to the deepest 
meaning of being a person acting in the 
environment (Hutzler, Meier, Reuker, & 
Zitomer, 2019).   
Starting from these assumptions, the school 
must, therefore, become the ideal setting in 
which to build a didactic of motor and sports 
activities that looks at the educational 
conception of the body and movement 
understood as a factor of promotion not only of 
the aspects of self-construction but also as an 
educational exercise for the acquisition of 
healthy lifestyles that allow to improve the well-
being and health of the individual. In this sense, 
it becomes necessary to integrate in the teaching 
practice both the purely physical and the socio-
relational aspects, in order to allow a global 



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taking charge of the psychophysical health of the 
subject.  
Physical education must, therefore, necessarily 
become essential to the formation of young 
people. In fact, it contributes to their growth both 
in structural terms and to the formation of the 
Self that concerns the body, its potential and its 
limits, its position in physical space, its 
perception in relation to others, its image. It also 
plays a crucial role in directing motivation to 
improve one's individual skills and self-
determination in achieving psycho-physical well-
being. Therefore, it not only has the educational 
value that contributes to the development of 
motor skills, abilities, and competences, but also 
and above all the value of all those activities that, 
through movement, contribute to the structuring 
of identity and awareness of the potential of one's 
own body (Rekaa, Hanisch, & Ytterhus, 2019).   
Physical education conceived and experimented 
in this way puts into practice a didactic that 
becomes a tool for the metacognitive 
development of the body and mind, in a 
framework in which the subjects can recognize 
themselves in body and movement. The 
education of the body and movement is therefore 
aimed at a training process capable of allowing 
learners to achieve an ever-greater awareness of 
their body in movement in order to obtain that 
intrinsic pleasure and the achievement of 
cultural, social and expressive factors that 
identify the value aspect of motor activities 
(Vilchez, Kruse, Puffer, & Dudovitz, 2021). It 
follows that the educational process represents 
the tool through which the individual gives shape 
to his or her personal identity, integrating all 
those knowledge, skills and competencies that 
allow him or her to live and mature an 
increasingly complete self-awareness. The body 
and movement are, therefore, two fundamental 
elements of the individual and social dimension 
in the personal development of the individual, it 
follows that physical activities provide a special 
contribution to the creation and strengthening of 
skills that can be used in other contexts of life. 
Within the didactic path of motor and sports 

education, due to the specific experiential 
characteristics of the discipline, the curriculum 
helps to develop transversal skills capable of 
making students capable of transforming the 
knowledge, attitudes and values acquired into 
real skills, such as "what to do" and "how to do it" 
in every circumstance of life (Nilholm, 2021).   
This type of offer characterized by a multiplicity 
of accessible, interdisciplinary, situated, and 
immersive learning opportunities, based on 
plural and differentiated didactic mediations in 
their complementarity, represents the 
methodological framework within which the 
knowledge and skills acquired through physical, 
and sports education can contribute to the 
development of educational and social equity.  
3. Physical education as a perspective 
for the development of individual 
potential  
Physical education unquestionably assumes an 
educational value for everyone, able bodied and 
disabled; For the latter, play, movement, and 
sport take on an added value by giving visibility 
to their physical and cognitive abilities. Every 
form of educational intervention stems from the 
teacher's ability to remove "obstacles", focusing 
on functional abilities and hypothesizing 
suitable, not adapted, educational proposals 
(Kirk, 2019).   
The presence of a person with disabilities within 
a group changes relationships, relationships, 
balances, emotions on an intra and interpersonal 
level: there begins to be more collaboration, 
sharing and there is a tendency to face any 
obstacle in order to resolve the various conflicts. 
Disability also produces advantages for able-
bodied people to the extent that they are in an 
inclusive dimension that is not limited only to 
welcoming diversity. Various didactic and 
educational strategies must be put in place in 
order to create a learning community, a 
community that manifests solidarity and 
sensitivity.   
Everyone should perceive difference as a value or 
resource and not as a threat precisely because, 
when an individual meet someone "different" 



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from yourself, you create a greater awareness of 
your identity. It is necessary to create a new 
educational paradigm, it is necessary to educate 
to the difference, to the other and to the different 
to create those effective conditions in which the 
subject can express his potential and the most 
hidden reactions (Sulasmi, & Akrim, 2019).   
It becomes necessary to identify the skills of the 
most "fragile" in order to enhance their abilities 
within the class group. The resulting didactic 
proposal will have to respond to the needs of the 
students, taking into account the conditions of 
extreme heterogeneity of the classes, aiming at 
the discovery of their own body and their motor 
and communication skills to increase self-esteem 
and self-confidence. Starting from the 
assumption that every student needs, 
indifferently, appropriate educational proposals 
and that whatever the "difficulty", the educator 
will have to create the conditions of welcome and 
collaboration such as to allow adequate 
participation in the activity, Motor and Sports 
Education could intervene as a facilitator of 
school learning in subjects with special 
educational needs.  
The person, the goal, and the context (rules and 
people) are the factors that unite the world of 
play and sport and the world of disability: 
everyone indiscriminately uses their skills and 
determination to achieve the same goal, that is, 
to reach the limit of their limits by overcoming 
obstacles. From this point of view, it is important 
to be able to train the teachers themselves in 
order to make them understand the real and 
personal needs of the students in order to create 
inclusive actions that can make the disabled 
person feel the protagonist of their own life 
project and no longer a simple spectator in which 
others play their game (Opstoel et al., 2020).   
Physical education, in fact, becomes effective 

when the focus is on the student and not on 

sport, when the teacher is able to motivate the 

student and create a positive teacher learner 

relationship, making him more and more 

autonomous in his activity and personal choices.   

The educational process and the related training 

project require an educational space in which 

motor and sports paths are flexible and 

personalized in relation to the characteristics 

and peculiarities of each subject, which allow not 

only to "overcome" the deficit but also to increase 

in each subject the awareness of his possibilities, 

thus contributing to the formation of his identity. 

It happens, in fact, that every student has special 

needs to be transformed into special desires and 

life prospects, as each subject is unique and 

unrepeatable, with his or her own experience and 

his or her own life project. The line to be taken is, 

therefore, that of "valuing differences in the 

awareness of diversity as an indispensable value" 

in order to confront the diversity of each student 

in a new learning environment that ensures 

convergence and balance between different 

characteristics and needs and above all is able to 

change flexibly with changing attitudes, 

aspirations, environments, fragility and 

potential of the person (White et al., 2021).  

Looking at the disabled person beyond their 

deficit means considering their life history by 

providing different possibilities for personalized 

and integrated growth. Physical education is well 

suited to this training approach as motor 

activities allow you to "abandon the pressures of 

everyday life, have more bodily contact, be 

cooperative, resolve conflicts, get to know the 

other and, consequently, socialize with all people 

beyond disability" (Juvonen, Lessard, Rastogi, 

Schacter, & Smith, 2019).  

Physical education, as a training process, 

therefore, represents a real breaking down of 

social barriers, a tool capable of giving life to an 

innovative and mature paradigm based on the 

promotion of social inclusion. For the disabled 

person sharing the same experience, the same 

spaces and the same moments with others 



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represents an opportunity for growth and social 

integration. Physical education should be 

considered as a method of intervention in the 

difficult educational path and integration of the 

disabled person. The motor and sports field, in 

fact, is a favorable context for the development 

and consolidation of fundamental cognitive skills 

and, at the same time, the body, motor activity, 

games and recreational activities aimed at 

integration, become concrete and coherent 

educational tools for the affirmation of this 

paradigm.   

Through motor activities, exploiting a 

psychoeducational intervention model that 

integrates the educational aspect with the 

psychological and relational one, it is possible to 

create the conditions for the subject with 

disabilities to benefit from a learning context, 

understood as growth and structuring of the 

personality (search for autonomy). This means, 

first of all, valuing the diversity of the student: 

difference is to be considered a resource and a 

richness and, in this sense, collaboration and 

teamwork are essential for everyone's growth 

(Pangrazi, & Beighle, 2019).   

Sport and play, in addition to spreading the 

values of solidarity, loyalty, respect for the 

person and the rules, which are the founding 

principles of any healthy society, are 

extraordinary tools for building skills that can be 

transferred to other contexts of life. The 

organization of a competition, the definition of 

roles, the determination of timing, game 

strategies, are real intellectual skills that can be 

transferred to any context of life and represent 

skills that everyone should be able to put into 

practice when they must make decisions or 

prepare a program of action. Movement 

activities are opportunities to privilege creativity 

and emotional investment because the 

educational perspective is to support the 

processes that lead to autonomy, the growth of 

self-esteem, the ability to initiative and self-

awareness at various levels, physical and 

emotional.  

Conclusions  

Educating the person to become himself, also by 

concentrating on his bodily realization, means 

helping him to become aware of his being a whole 

person, which is expressed and fulfilled through 

movement, action. This means accompanying 

the subject to read the body not only as a set of 

muscle bundles to be controlled as such and 

therefore a mere expression of coordinative and 

conditional capacities, but to ensure that it 

grasps itself integrally in its total corporeality, 

which also involves relating to others. The body, 

as a co-builder of knowledge and self-knowledge, 

in its being "in situation", is correlated with 

motivation, with the intentionality that each 

subject puts into his action and not only with his 

mechanical action of a merely reproductive 

model.  

Physical education, conducted in formal, non-

formal and informal educational systems, calls 

for the acquisition of the person's awareness of 

his transformation as a bodily identity, in his 

existence, acting and perfecting himself. In this 

sense, pedagogical intentionality has as its 

peculiarity the feeling and becoming of bodies, 

embodied and embodied actions that give 

meaning and significance to the person's 

experience, including those who may show 

deficits and disabilities. Physical education has, 

in essence, the purpose of allowing each and 

every one to develop their own personal life 

project according to an eco-systemic approach, 

using a multi-perspective vision in relation to the 

contribution that the different motor activities 

can offer in order to achieve a "formative" design.  



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