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

Author

Listed:
  • Miguel Villa-de Gregorio

    (Facultad de Educación-Centro de Formación del Profesorado, Universidad Complutense de Madrid, 28040 Madrid, Spain)

  • Miriam Palomo-Nieto

    (Facultad de Educación-Centro de Formación del Profesorado, Universidad Complutense de Madrid, 28040 Madrid, Spain)

  • Miguel Ángel Gómez-Ruano

    (Facultad de Ciencias de la Actividad Física y del Deporte (INEF), Universidad Politécnica de Madrid, 28040 Madrid, Spain)

  • Luis Miguel Ruiz-Pérez

    (Facultad de Ciencias de la Actividad Física y del Deporte (INEF), Universidad Politécnica de Madrid, 28040 Madrid, Spain)

Abstract

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.

Suggested Citation

  • Miguel Villa-de Gregorio & Miriam Palomo-Nieto & Miguel Ángel Gómez-Ruano & Luis Miguel Ruiz-Pérez, 2023. "Attentional Neurodiversity in Physical Education Lessons: A Sustainable and Inclusive Challenge for Teachers," Sustainability, MDPI, vol. 15(6), pages 1-15, March.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:6:p:5603-:d:1104613
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    References listed on IDEAS

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    1. Emma Leifler & Christina Coco & Anna Fridell & Anna Borg & Sven Bölte, 2022. "Social Skills Group Training for Students with Neurodevelopmental Disabilities in Senior High School—A Qualitative Multi-Perspective Study of Social Validity," IJERPH, MDPI, vol. 19(3), pages 1-26, January.
    2. Abdelmotaleb Kadri & Maamer Slimani & Nicola Luigi Bragazzi & David Tod & Fairouz Azaiez, 2019. "Effect of Taekwondo Practice on Cognitive Function in Adolescents with Attention Deficit Hyperactivity Disorder," IJERPH, MDPI, vol. 16(2), pages 1-10, January.
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    Cited by:

    1. Wenliang Li & Ti Hu, 2023. "Research on the Construction of Index System to Promote the Sustainable Development of Core Literacy of Physical Education Teachers in Chinese Universities from the Perspective of Higher Education Mod," Sustainability, MDPI, vol. 15(18), pages 1-23, September.

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