year 10, Issue 2 (Summer 2022)                   Ann Appl Sport Sci 2022, 10(2): 0-0 | Back to browse issues page


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Sayar I, Desbiens J, Marzougui M, Ben Abderrahman A. Impacts of Teachers’ Pedagogical Approach on the Inclusion of Adolescents with Exceed Weight into Physical Education and Sports in Emirate of Ajman/United Arab Emirates. Ann Appl Sport Sci. 2022; 10 (2)
URL: http://aassjournal.com/article-1-1031-en.html
1- Institut Supérieur du Sport et de l'Education Physique Ksar Saïd, Tunisie and Ministry of Education, Ajman, United Arab Emirates , insafsayar092@gmail.com
2- Faculté des sciences de l’activité physique, 2500 boul. de l’Université, Sherbrooke, Québec, Canada
3- Ajman CrossFit Center, Ajman, United Arab Emirates
4- Institut Supérieur du Sport et de l'Education Physique, Manouba University, Ksar Saïd, Tunis
Abstract:   (957 Views)
Background. Physical Education and Sports (PES) is essential to the student’s overall education. It has physical, affective, psychological, and social repercussions. Overweight adolescents are sometimes underestimated based on their lower physical performance and suffer from discriminatory attitudes by their peers and their physical education teachers.
Objectives. This study aimed to investigate the impacts of teacher pedagogy and overweight or obesity on the inclusion of obese students in classrooms and to understand how PES teachers adapt their pedagogical interventions toward this category.
Methods. A sample of 48 overweight or obese students and 20 teachers were approached from different schools in 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 being overweight is a barrier to PSE practice. Similarly, 75% of the surveyed teachers said that obese students are not integrated with 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 for effective teaching strategies/ pedagogies to include overweight or obese students in physical education engagement and learning.
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APPLICABLE REMARKS
  • The teachers 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 students in an awkward situation with their 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: 2021/08/22 | Published: 2022/06/20 | ePublished: 2022/06/20

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