Acrosport, physical education, cooperation, creativity, inclusion, French curriculum, international schools, AEFE, Dubai, United Arab Emirates, hemiparesis, differentiation
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Abstract
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Abstract
This document presents a physical education session on acrosport in a French school abroad, focusing on cooperation, creativity, and inclusion.
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[...] This helped them to understand the instructions and implement complex shapes. In addition, a particular emphasis was placed on differentiation and inclusion. In the case of the student with hemiparesis, we propose to perform simpler shapes, and we reduce his roles to his needs. Implementation Analysis The analysis of this session allows us to highlight several positive points. The students were very engaged and seemed very motivated by the activity. The safety standards were very well respected, and the well-distributed roles allowed for good group work. [...]
[...] In addition, in the case of a student with specific educational needs, and more specifically hemiparesis, the specificity of differentiation lies in the choice of simpler figures and the assignment to less demanding roles: the base. This aspect of differentiation aims to ensure their total integration, without infringing on their motor abilities. Justification of the pedagogical choices made In order to ensure the success of the course, several pedagogical choices were made. First, the groups were formed in a homogeneous manner, according to the size of the students, in order to allow for greater stability and security during the lifts. [...]
[...] The country's cultural norms do not always allow physical activities involving boys and girls being in contact. The class consists of 26 students girls and 13 boys; all students are French-speaking. Promoting motor, social, and civic skills is a priority in PE. Acrosport would be the sport practiced during this session, favoring cooperation and creativity. This session involved several interests. It aimed to reinforce cooperation and mutual aid within the groups while observing safety rules and reinforcing inclusivity with special attention to the student with hemiparesis. [...]
[...] In addition, there was a lack of fluidity in some transitions and the students were tired and needed additional breaks. To overcome these limitations, one could diversify the figures in order to better adapt to the heterogeneity of the group in difficulty. Redistribution of the time allocated to the session would allow more time to be devoted to repetitions. A simpler evaluation grid would involve observers more. Moreover, a video of the performances, recorded using a digital tool, would constitute a support for analysis allowing for the improvement of sequences. [...]
