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1- Institut Supérieur du Sport et de l'Education Physique Ksar Saïd, Tunisie and Ministry of Education, Ajman, United Arab Emirates ,
2- Faculté des sciences de l’activité physique, 2500 boul. de l’Université, Sherbrooke (Québec, Canada)
3- Coach in Ajman CrossFit Center, United Arab Emirates
4- Institut Supérieur du Sport et de l'Education Physique, Senior Lecturer (HDR) of Higher Education; Manouba University, Ksar Saïd, Tunis
Abstract:   (518 Views)
Background. Physical Education and Sports (PES) plays an important role in the overall education of the student. It has physical, affective, psychological and social repercussions. In fact, overweight adolescents are sometimes underestimated on the basis of their lower physical performance and suffer from discriminatory attitudes by their peers and their physical education teachers. Objectives. The aim of this study was to investigate the impacts of both teacher’s pedagogy and overweight or obesity on the inclusion of obese students in classrooms and to understand how PES teachers adopt their pedagogical interventions towards this category. Methods. A sample of 48 overweight or obese students and 20 teachers were approached from different schools at Ajman Emirate. Two questionnaires for obese students and PES teachers were used to collect the data. Results. According to the data collected through the questionnaire, 85.42% of obese students report that they rarely practice or do not practice physical activity outside of school, and 73.42% go to school by bus or car. In addition, 66.7% of the surveyed students said that overweight is a barrier to PSE practice. Similarly, 75% of the surveyed teachers said that obese students are not integrated in the PES course, but only 55% of teachers reported that the obese student became an obstacle in PES sessions, while 80% of teachers reported that obese or overweight students were marginalized by their colleagues. Conclusion. Our study confirmed an urgent need and effective teaching strategies/ pedagogies for including overweight or obese students in physical education engagement and learning.
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The teacher should adapt PES learning conditions to the obese student by choosing the activity according to the students, their aptitudes, their level of ability and their motivations; Avoid placing the obese student in an awkward situation with his classmates; Group students who have been partially exempted in a single class, and offer them hours of support; Intervene with parents to incite obese students to follow a suitable diet and to try to practice adapted physical and sports activities.

Type of Study: Original Article | Subject: Physical Education Learning
Received: 2021/06/18 | Accepted: 2021/01/12

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