Physical Education: From Inclusion and Philosophy to Sociomotor Realities

Description

In a dynamically evolving educational environment, Physical Education (PE) is confronted with a spectrum of challenges and opportunities that are redefining its role and function. Revised Physical Education: From Inclusion, Philosophy, and Sociomotor Realities seeks to address these complexities through a multidimensional exploration, integrating both practical and theoretical perspectives on contemporary Physical Education. The first chapter, “Self-Efficacy of the Physical Education Teacher for the Inclusion of Students with Special Educational Needs: A Systematic Review”, presents a comprehensive analysis of Physical Education teachers’ self-efficacy regarding the inclusion of students with special educational needs (SEN). Utilizing a systematic review methodology, this chapter scrutinizes recent empirical studies to assess educators’ attitudes and self-efficacy levels towards inclusion. It identifies variations in self-efficacy relative to different types of disabilities, highlighting a generally positive perception among teachers, with greater confidence reported for including students with intellectual disabilities compared to those with motor or auditory impairments.