.Pathfit-group-5.pptx_physical_education

Overview for the parts and functions of nervous system

1. PathFit 1 Group 5

2. Table of contents Articles related to inclusion of Physical Education to the curriculum 01 02 03 Nervous System Cardiovascular System

3. 01 Nervous System The nervous system is a complex network of nerves and cells that transmit signals between different parts of the body. Its primary function is to control and coordinate the body's activities, both voluntary (like moving your muscles) and involuntary (like breathing or your heart beating).

4. The nervous system is a complex network of nerves and cells that transmit signals between different parts of the body. Its primary function is to control and coordinate the body's activities, both voluntary (like moving your muscles) and involuntary (like breathing or your heart beating). What is nervous system for? Parts and functions Brain Cerebrum: The largest part of the brain, responsible for higher brain functions such as thought, memory, sensation, voluntary movement, and reasoning. Cerebellum: Located under the cerebrum, it coordinates muscle movements and maintains posture, balance, and equilibrium. Brainstem: Connects the brain to the spinal cord and controls vital functions like heart rate, breathing, and blood pressure. It includes: Midbrain: Controls vision, hearing, motor control, sleep/wake cycles, and arousal. Pons: Relays signals between the cerebrum and cerebellum; involved in sleep and breathing. Medulla Oblongata: Controls autonomic functions like heartbeat, breathing, and digestion. Thalamus: Relays sensory and motor signals to the cerebral cortex; involved in consciousness, sleep, and alertness. Hypothalamus: Regulates body temperature, hunger, thirst, and the autonomic nervous system; controls the pituitary gland. Spinal Cord: A long, thin bundle of nerve fibers that extends from the brainstem down the spine, transmitting information between the brain and the rest of the body.

5. Parts and functions The nervous system is a complex network of nerves and cells that transmit signals between different parts of the body. Its primary function is to control and coordinate the body's activities, both voluntary (like moving your muscles) and involuntary (like breathing or your heart beating). What is nervous system for? Brain Cerebrum: The largest part of the brain, responsible for higher brain functions such as thought, memory, sensation, voluntary movement, and reasoning. Cerebellum: Located under the cerebrum, it coordinates muscle movements and maintains posture, balance, and equilibrium. Brainstem: Connects the brain to the spinal cord and controls vital functions like heart rate, breathing, and blood pressure. It includes: Midbrain: Controls vision, hearing, motor control, sleep/wake cycles, and arousal. Pons: Relays signals between the cerebrum and cerebellum; involved in sleep and breathing. Medulla Oblongata: Controls autonomic functions like heartbeat, breathing, and digestion. Thalamus: Relays sensory and motor signals to the cerebral cortex; involved in consciousness, sleep, and alertness. Hypothalamus: Regulates body temperature, hunger, thirst, and the autonomic nervous system; controls the pituitary gland. Spinal Cord: A long, thin bundle of nerve fibers that extends from the brainstem down the spine, transmitting information between the brain and the rest of the body.

6. Parts and functions Brain Cerebrum: The largest part of the brain, responsible for higher brain functions such as thought, memory, sensation, voluntary movement, and reasoning. Cerebellum: Located under the cerebrum, it coordinates muscle movements and maintains posture, balance, and equilibrium. Brainstem: Connects the brain to the spinal cord and controls vital functions like heart rate, breathing, and blood pressure. It includes: Midbrain: Controls vision, hearing, motor control, sleep/wake cycles, and arousal. Pons: Relays signals between the cerebrum and cerebellum; involved in sleep and breathing. Medulla Oblongata: Controls autonomic functions like heartbeat, breathing, and digestion. Thalamus: Relays sensory and motor signals to the cerebral cortex; involved in consciousness, sleep, and alertness. Hypothalamus: Regulates body temperature, hunger, thirst, and the autonomic nervous system; controls the pituitary gland. Spinal Cord: A long, thin bundle of nerve fibers that extends from the brainstem down the spine, transmitting information between the brain and the rest of the body.

7. Parts and functions Brain Cerebrum: The largest part of the brain, responsible for higher brain functions such as thought, memory, sensation, voluntary movement, and reasoning. Cerebellum: Located under the cerebrum, it coordinates muscle movements and maintains posture, balance, and equilibrium. Brainstem: Connects the brain to the spinal cord and controls vital functions like heart rate, breathing, and blood pressure. It includes: Midbrain: Controls vision, hearing, motor control, sleep/wake cycles, and arousal. Pons: Relays signals between the cerebrum and cerebellum; involved in sleep and breathing. Medulla Oblongata: Controls autonomic functions like heartbeat, breathing, and digestion. Thalamus: Relays sensory and motor signals to the cerebral cortex; involved in consciousness, sleep, and alertness. Hypothalamus: Regulates body temperature, hunger, thirst, and the autonomic nervous system; controls the pituitary gland. Spinal Cord: A long, thin bundle of nerve fibers that extends from the brainstem down the spine, transmitting information between the brain and the rest of the body. Peripheral Nervous System Somatic Nervous System: Cranial Nerves: 12 pairs of nerves that originate from the brain and control functions in the head and neck, such as sensory input and motor control. Spinal Nerves: 31 pairs of nerves that originate from the spinal cord and control sensory and motor functions in the body. Autonomic Nervous System (ANS): Sympathetic Nervous System: Prepares the body for stressful or emergency situations (fight or flight response); increases heart rate, dilates pupils, inhibits digestion. Parasympathetic Nervous System : Promotes rest and digestion; decreases heart rate, constricts pupils, stimulates digestion. Enteric Nervous System: Sometimes considered part of the ANS, it controls the gastrointestinal system, regulating digestion, nutrient absorption, and waste elimination.

8. Parts and functions Peripheral Nervous System Cerebrum: The largest part of the brain, responsible for higher brain functions such as thought, memory, sensation, voluntary movement, and reasoning. Cerebellum: Located under the cerebrum, it coordinates muscle movements and maintains posture, balance, and equilibrium. Brainstem: Connects the brain to the spinal cord and controls vital functions like heart rate, breathing, and blood pressure. It includes: Midbrain: Controls vision, hearing, motor control, sleep/wake cycles, and arousal. Pons: Relays signals between the cerebrum and cerebellum; involved in sleep and breathing. Medulla Oblongata: Controls autonomic functions like heartbeat, breathing, and digestion. Thalamus: Relays sensory and motor signals to the cerebral cortex; involved in consciousness, sleep, and alertness. Hypothalamus: Regulates body temperature, hunger, thirst, and the autonomic nervous system; controls the pituitary gland. Spinal Cord: A long, thin bundle of nerve fibers that extends from the brainstem down the spine, transmitting information between the brain and the rest of the body. Brain Somatic Nervous System: Cranial Nerves: 12 pairs of nerves that originate from the brain and control functions in the head and neck, such as sensory input and motor control. Spinal Nerves: 31 pairs of nerves that originate from the spinal cord and control sensory and motor functions in the body. Autonomic Nervous System (ANS): Sympathetic Nervous System: Prepares the body for stressful or emergency situations (fight or flight response); increases heart rate, dilates pupils, inhibits digestion. Parasympathetic Nervous System : Promotes rest and digestion; decreases heart rate, constricts pupils, stimulates digestion. Enteric Nervous System: Sometimes considered part of the ANS, it controls the gastrointestinal system, regulating digestion, nutrient absorption, and waste elimination.

9. Parts and functions Peripheral Nervous System Somatic Nervous System: Cranial Nerves: 12 pairs of nerves that originate from the brain and control functions in the head and neck, such as sensory input and motor control. Spinal Nerves: 31 pairs of nerves that originate from the spinal cord and control sensory and motor functions in the body. Autonomic Nervous System (ANS): Sympathetic Nervous System: Prepares the body for stressful or emergency situations (fight or flight response); increases heart rate, dilates pupils, inhibits digestion. Parasympathetic Nervous System : Promotes rest and digestion; decreases heart rate, constricts pupils, stimulates digestion. Enteric Nervous System: Sometimes considered part of the ANS, it controls the gastrointestinal system, regulating digestion, nutrient absorption, and waste elimination.

10. 02 Cardiovascular system The cardiovascular system, also known as the circulatory system, is essential for sustaining life. It consists of the heart, blood vessels (arteries, veins, and capillaries), and blood. Its primary function is to transport oxygen, nutrients, hormones, and waste products throughout the body.

11. The cardiovascular system, also known as the circulatory system, is essential for sustaining life. It consists of the heart, blood vessels (arteries, veins, and capillaries), and blood. Its primary function is to transport oxygen, nutrients, hormones, and waste products throughout the body. What is cardiovascular system for? Parts and functions Heart Atria: Right Atrium: Receives deoxygenated blood from the body through the superior and inferior vena cava. Left Atrium: Receives oxygenated blood from the lungs through the pulmonary veins. Ventricles: Right Ventricle: Pumps deoxygenated blood to the lungs via the pulmonary artery for oxygenation. Left Ventricle: Pumps oxygenated blood to the rest of the body through the aorta. Valves: Tricuspid Valve : Between the right atrium and right ventricle; prevents backflow of blood into the atrium. Pulmonary Valve : Between the right ventricle and pulmonary artery; prevents backflow into the ventricle. Mitral (Bicuspid) Valve : Between the left atrium and left ventricle; prevents backflow into the atrium. Aortic Valve: Between the left ventricle and aorta; prevents backflow into the ventricle.

12. Atria: Right Atrium: Receives deoxygenated blood from the body through the superior and inferior vena cava. Left Atrium: Receives oxygenated blood from the lungs through the pulmonary veins. Ventricles: Right Ventricle: Pumps deoxygenated blood to the lungs via the pulmonary artery for oxygenation. Left Ventricle: Pumps oxygenated blood to the rest of the body through the aorta. Valves: Tricuspid Valve : Between the right atrium and right ventricle; prevents backflow of blood into the atrium. Pulmonary Valve : Between the right ventricle and pulmonary artery; prevents backflow into the ventricle. Mitral (Bicuspid) Valve : Between the left atrium and left ventricle; prevents backflow into the atrium. Aortic Valve: Between the left ventricle and aorta; prevents backflow into the ventricle. What is cardiovascular system for? Parts and functions Heart

13. Atria: Right Atrium: Receives deoxygenated blood from the body through the superior and inferior vena cava. Left Atrium: Receives oxygenated blood from the lungs through the pulmonary veins. Ventricles: Right Ventricle: Pumps deoxygenated blood to the lungs via the pulmonary artery for oxygenation. Left Ventricle: Pumps oxygenated blood to the rest of the body through the aorta. Valves: Tricuspid Valve : Between the right atrium and right ventricle; prevents backflow of blood into the atrium. Pulmonary Valve : Between the right ventricle and pulmonary artery; prevents backflow into the ventricle. Mitral (Bicuspid) Valve : Between the left atrium and left ventricle; prevents backflow into the atrium. Aortic Valve: Between the left ventricle and aorta; prevents backflow into the ventricle. What is cardiovascular system for? Parts and functions Heart

14. Atria: Right Atrium: Receives deoxygenated blood from the body through the superior and inferior vena cava. Left Atrium: Receives oxygenated blood from the lungs through the pulmonary veins. Ventricles: Right Ventricle: Pumps deoxygenated blood to the lungs via the pulmonary artery for oxygenation. Left Ventricle: Pumps oxygenated blood to the rest of the body through the aorta. Valves: Tricuspid Valve : Between the right atrium and right ventricle; prevents backflow of blood into the atrium. Pulmonary Valve : Between the right ventricle and pulmonary artery; prevents backflow into the ventricle. Mitral (Bicuspid) Valve : Between the left atrium and left ventricle; prevents backflow into the atrium. Aortic Valve: Between the left ventricle and aorta; prevents backflow into the ventricle. Parts and functions Heart Blood vessels Arteries: Carry oxygen-rich blood away from the heart to the body. Aorta: The largest artery; distributes oxygenated blood to the systemic circulation. Coronary Arteries: Supply blood to the heart muscle itself. Veins: Carry oxygen-poor blood back to the heart. Superior and Inferior Vena Cava: Large veins that return deoxygenated blood from the body to the right atrium. Pulmonary Veins: Carry oxygenated blood from the lungs to the left atrium. Capillaries: Microscopic blood vessels where the exchange of gases, nutrients, and waste occurs between blood and tissues.

15. Atria: Right Atrium: Receives deoxygenated blood from the body through the superior and inferior vena cava. Left Atrium: Receives oxygenated blood from the lungs through the pulmonary veins. Ventricles: Right Ventricle: Pumps deoxygenated blood to the lungs via the pulmonary artery for oxygenation. Left Ventricle: Pumps oxygenated blood to the rest of the body through the aorta. Valves: Tricuspid Valve : Between the right atrium and right ventricle; prevents backflow of blood into the atrium. Pulmonary Valve : Between the right ventricle and pulmonary artery; prevents backflow into the ventricle. Mitral (Bicuspid) Valve : Between the left atrium and left ventricle; prevents backflow into the atrium. Aortic Valve: Between the left ventricle and aorta; prevents backflow into the ventricle. Parts and functions Blood vessels Arteries: Carry oxygen-rich blood away from the heart to the body. Aorta: The largest artery; distributes oxygenated blood to the systemic circulation. Coronary Arteries: Supply blood to the heart muscle itself. Veins: Carry oxygen-poor blood back to the heart. Superior and Inferior Vena Cava: Large veins that return deoxygenated blood from the body to the right atrium. Pulmonary Veins: Carry oxygenated blood from the lungs to the left atrium. Capillaries: Microscopic blood vessels where the exchange of gases, nutrients, and waste occurs between blood and tissues. Heart

16. Atria: Right Atrium: Receives deoxygenated blood from the body through the superior and inferior vena cava. Left Atrium: Receives oxygenated blood from the lungs through the pulmonary veins. Ventricles: Right Ventricle: Pumps deoxygenated blood to the lungs via the pulmonary artery for oxygenation. Left Ventricle: Pumps oxygenated blood to the rest of the body through the aorta. Valves: Tricuspid Valve : Between the right atrium and right ventricle; prevents backflow of blood into the atrium. Pulmonary Valve : Between the right ventricle and pulmonary artery; prevents backflow into the ventricle. Mitral (Bicuspid) Valve : Between the left atrium and left ventricle; prevents backflow into the atrium. Aortic Valve: Between the left ventricle and aorta; prevents backflow into the ventricle. Parts and functions Blood vessels Arteries: Carry oxygen-rich blood away from the heart to the body. Aorta: The largest artery; distributes oxygenated blood to the systemic circulation. Coronary Arteries: Supply blood to the heart muscle itself. Veins: Carry oxygen-poor blood back to the heart. Superior and Inferior Vena Cava: Large veins that return deoxygenated blood from the body to the right atrium. Pulmonary Veins: Carry oxygenated blood from the lungs to the left atrium. Capillaries: Microscopic blood vessels where the exchange of gases, nutrients, and waste occurs between blood and tissues.

17. Atria: Right Atrium: Receives deoxygenated blood from the body through the superior and inferior vena cava. Left Atrium: Receives oxygenated blood from the lungs through the pulmonary veins. Ventricles: Right Ventricle: Pumps deoxygenated blood to the lungs via the pulmonary artery for oxygenation. Left Ventricle: Pumps oxygenated blood to the rest of the body through the aorta. Valves: Tricuspid Valve : Between the right atrium and right ventricle; prevents backflow of blood into the atrium. Pulmonary Valve : Between the right ventricle and pulmonary artery; prevents backflow into the ventricle. Mitral (Bicuspid) Valve : Between the left atrium and left ventricle; prevents backflow into the atrium. Aortic Valve: Between the left ventricle and aorta; prevents backflow into the ventricle. Parts and functions Blood vessels Arteries: Carry oxygen-rich blood away from the heart to the body. Aorta: The largest artery; distributes oxygenated blood to the systemic circulation. Coronary Arteries: Supply blood to the heart muscle itself. Veins: Carry oxygen-poor blood back to the heart. Superior and Inferior Vena Cava: Large veins that return deoxygenated blood from the body to the right atrium. Pulmonary Veins: Carry oxygenated blood from the lungs to the left atrium. Capillaries: Microscopic blood vessels where the exchange of gases, nutrients, and waste occurs between blood and tissues. Red Blood Cells (Erythrocytes): Contain hemoglobin to carry oxygen from the lungs to tissues and return carbon dioxide to the lungs for exhalation. White Blood Cells (Leukocytes): Part of the immune system; help fight infections and foreign substances. Platelets (Thrombocytes): Involved in blood clotting to prevent excessive bleeding. Plasma: The liquid component of blood, carrying cells, hormones, nutrients, waste products, and proteins. Blood

18. Atria: Right Atrium: Receives deoxygenated blood from the body through the superior and inferior vena cava. Left Atrium: Receives oxygenated blood from the lungs through the pulmonary veins. Ventricles: Right Ventricle: Pumps deoxygenated blood to the lungs via the pulmonary artery for oxygenation. Left Ventricle: Pumps oxygenated blood to the rest of the body through the aorta. Valves: Tricuspid Valve : Between the right atrium and right ventricle; prevents backflow of blood into the atrium. Pulmonary Valve : Between the right ventricle and pulmonary artery; prevents backflow into the ventricle. Mitral (Bicuspid) Valve : Between the left atrium and left ventricle; prevents backflow into the atrium. Aortic Valve: Between the left ventricle and aorta; prevents backflow into the ventricle. Parts and functions Blood vessels Arteries: Carry oxygen-rich blood away from the heart to the body. Aorta: The largest artery; distributes oxygenated blood to the systemic circulation. Coronary Arteries: Supply blood to the heart muscle itself. Veins: Carry oxygen-poor blood back to the heart. Superior and Inferior Vena Cava: Large veins that return deoxygenated blood from the body to the right atrium. Pulmonary Veins: Carry oxygenated blood from the lungs to the left atrium. Capillaries: Microscopic blood vessels where the exchange of gases, nutrients, and waste occurs between blood and tissues. Red Blood Cells (Erythrocytes): Contain hemoglobin to carry oxygen from the lungs to tissues and return carbon dioxide to the lungs for exhalation. White Blood Cells (Leukocytes): Part of the immune system; help fight infections and foreign substances. Platelets (Thrombocytes): Involved in blood clotting to prevent excessive bleeding. Plasma: The liquid component of blood, carrying cells, hormones, nutrients, waste products, and proteins. Blood Related Articles related to inclusion of Physical Education to the curriculum

19. 03 Related Articles related to inclusion of Physical Education to the curriculum The document "Inclusion in Physical Education: Changing the Culture" stresses the need for true inclusion in PE programs, where all students, including those with disabilities, can actively participate. It highlights that just placing students in class isn't enough; there must be a shift in attitudes and teaching methods to avoid both outright exclusion and situations where students are present but not engaged. The article urges schools to support this change with strong leadership and proper assessments to create a genuinely inclusive environment. Inclusion in Physical Education: Changing the Culture APRIL TRIPP / TERRY L. RIZZO / LINDA WEBBERT

20. 03 Related Articles related to inclusion of Physical Education to the curriculum Inclusion in Physical Education: Changing the Culture APRIL TRIPP / TERRY L. RIZZO / LINDA WEBBERT The document "Inclusion in Physical Education: Changing the Culture" stresses the need for true inclusion in PE programs, where all students, including those with disabilities, can actively participate. It highlights that just placing students in class isn't enough; there must be a shift in attitudes and teaching methods to avoid both outright exclusion and situations where students are present but not engaged. The article urges schools to support this change with strong leadership and proper assessments to create a genuinely inclusive environment. This article connects closely with the inclusion of physical education in the curriculum by offering a clear guide for integrating all students into PE programs. It suggests practical approaches like individualized teaching, collaborative activities, and peer support, emphasizing the need to build a community that meets diverse needs. The focus on long-term planning, especially for students with disabilities, highlights the importance of equal access to physical activity, helping to create a supportive and engaging environment for everyone.

21. Related Articles related to inclusion of Physical Education to the curriculum Inclusion in Physical Education: Changing the Culture APRIL TRIPP / TERRY L. RIZZO / LINDA WEBBERT The document "Inclusion in Physical Education: Changing the Culture" stresses the need for true inclusion in PE programs, where all students, including those with disabilities, can actively participate. It highlights that just placing students in class isn't enough; there must be a shift in attitudes and teaching methods to avoid both outright exclusion and situations where students are present but not engaged. The article urges schools to support this change with strong leadership and proper assessments to create a genuinely inclusive environment. This article connects closely with the inclusion of physical education in the curriculum by offering a clear guide for integrating all students into PE programs. It suggests practical approaches like individualized teaching, collaborative activities, and peer support, emphasizing the need to build a community that meets diverse needs. The focus on long-term planning, especially for students with disabilities, highlights the importance of equal access to physical activity, helping to create a supportive and engaging environment for everyone. The article "Strategies to Promote Inclusion in Health and Physical Education and Beyond" offers practical, research-based strategies for promoting inclusion in HPE. It highlights the unique opportunities and challenges of movement-based learning for equity and inclusion. The authors stress that true inclusion means giving all students equal chances to participate and succeed, considering various factors like ability, gender, and culture. The article also underscores the need to embed these strategies in supportive school environments that prioritize equity and inclusion through curriculum, policy, and culture. Strategies to promote inclusion in health and physical education, and beyond Dr. Laura Alfrey / Ruth Jeanes

22. Related Articles related to inclusion of Physical Education to the curriculum Inclusion in Physical Education: Changing the Culture APRIL TRIPP / TERRY L. RIZZO / LINDA WEBBERT This article connects closely with the inclusion of physical education in the curriculum by offering a clear guide for integrating all students into PE programs. It suggests practical approaches like individualized teaching, collaborative activities, and peer support, emphasizing the need to build a community that meets diverse needs. The focus on long-term planning, especially for students with disabilities, highlights the importance of equal access to physical activity, helping to create a supportive and engaging environment for everyone. Strategies to promote inclusion in health and physical education, and beyond Dr. Laura Alfrey / Ruth Jeanes The article "Strategies to Promote Inclusion in Health and Physical Education and Beyond" offers practical, research-based strategies for promoting inclusion in HPE. It highlights the unique opportunities and challenges of movement-based learning for equity and inclusion. The authors stress that true inclusion means giving all students equal chances to participate and succeed, considering various factors like ability, gender, and culture. The article also underscores the need to embed these strategies in supportive school environments that prioritize equity and inclusion through curriculum, policy, and culture. This article is directly related to inclusive physical education, providing eight strategies to enhance inclusivity in HPE programs. These include offering diverse activities, involving student voice, and adapting assessments to meet various needs. It promotes a culture of equity and aligns with UNESCO’s guidelines, emphasizing the role of educators in helping all students develop the skills for lifelong engagement in physical activities within an inclusive environment.

23. Related Articles related to inclusion of Physical Education to the curriculum Inclusion in Physical Education: Changing the Culture APRIL TRIPP / TERRY L. RIZZO / LINDA WEBBERT This article is directly related to inclusive physical education, providing eight strategies to enhance inclusivity in HPE programs. These include offering diverse activities, involving student voice, and adapting assessments to meet various needs. It promotes a culture of equity and aligns with UNESCO’s guidelines, emphasizing the role of educators in helping all students develop the skills for lifelong engagement in physical activities within an inclusive environment. Strategies to promote inclusion in health and physical education, and beyond Dr. Laura Alfrey / Ruth Jeanes The article "Strategies to Promote Inclusion in Health and Physical Education and Beyond" offers practical, research-based strategies for promoting inclusion in HPE. It highlights the unique opportunities and challenges of movement-based learning for equity and inclusion. The authors stress that true inclusion means giving all students equal chances to participate and succeed, considering various factors like ability, gender, and culture. The article also underscores the need to embed these strategies in supportive school environments that prioritize equity and inclusion through curriculum, policy, and culture. The article "Barriers and Facilitators to Inclusion in Integrated Physical Education: Adapted Physical Educators’ Perspectives" examines the views of Certified Adapted Physical Educators (CAPEs) on the challenges and supports for including students with disabilities in physical education. A survey of 99 CAPEs across the U.S. identified 460 barriers and 473 facilitators, grouped into seven categories. The study found that teacher-related factors were the most common, suggesting that educators play a key role in fostering inclusive environments. The research emphasizes that while adapted equipment and support are available, true inclusion depends on teachers' attitudes and instructional practices. Barriers and facilitators to inclusion in integrated physical education: Adapted physical educators’ perspectives Justin A Haegele et al.

24. Related Articles related to inclusion of Physical Education to the curriculum Barriers and facilitators to inclusion in integrated physical education: Adapted physical educators’ perspectives Justin A Haegele et al. This article is directly tied to the inclusion of physical education, offering crucial insights into factors that affect the integration of students with disabilities in PE classes. By highlighting the perspectives of adapted physical educators, it emphasizes the role of teacher training, attitudes, and instructional strategies in creating an inclusive environment. The study's identification of barriers and facilitators provides practical guidance for shaping policies and practices that improve the educational experiences of these students. It stresses that true inclusion requires more than just physical presence—it ensures all students feel valued and included in physical education. Strategies to promote inclusion in health and physical education, and beyond Dr. Laura Alfrey / Ruth Jeanes The article "Barriers and Facilitators to Inclusion in Integrated Physical Education: Adapted Physical Educators’ Perspectives" examines the views of Certified Adapted Physical Educators (CAPEs) on the challenges and supports for including students with disabilities in physical education. A survey of 99 CAPEs across the U.S. identified 460 barriers and 473 facilitators, grouped into seven categories. The study found that teacher-related factors were the most common, suggesting that educators play a key role in fostering inclusive environments. The research emphasizes that while adapted equipment and support are available, true inclusion depends on teachers' attitudes and instructional practices. This article is directly related to inclusive physical education, providing eight strategies to enhance inclusivity in HPE programs. These include offering diverse activities, involving student voice, and adapting assessments to meet various needs. It promotes a culture of equity and aligns with UNESCO’s guidelines, emphasizing the role of educators in helping all students develop the skills for lifelong engagement in physical activities within an inclusive environment.

25. Related Articles related to inclusion of Physical Education to the curriculum Barriers and facilitators to inclusion in integrated physical education: Adapted physical educators’ perspectives Justin A Haegele et al. This article is directly tied to the inclusion of physical education, offering crucial insights into factors that affect the integration of students with disabilities in PE classes. By highlighting the perspectives of adapted physical educators, it emphasizes the role of teacher training, attitudes, and instructional strategies in creating an inclusive environment. The study's identification of barriers and facilitators provides practical guidance for shaping policies and practices that improve the educational experiences of these students. It stresses that true inclusion requires more than just physical presence—it ensures all students feel valued and included in physical education. Strategies to promote inclusion in health and physical education, and beyond Dr. Laura Alfrey / Ruth Jeanes The article "Barriers and Facilitators to Inclusion in Integrated Physical Education: Adapted Physical Educators’ Perspectives" examines the views of Certified Adapted Physical Educators (CAPEs) on the challenges and supports for including students with disabilities in physical education. A survey of 99 CAPEs across the U.S. identified 460 barriers and 473 facilitators, grouped into seven categories. The study found that teacher-related factors were the most common, suggesting that educators play a key role in fostering inclusive environments. The research emphasizes that while adapted equipment and support are available, true inclusion depends on teachers' attitudes and instructional practices. https://files.eric.ed.gov/fulltext/EJ1294438.pdf https://files.eric.ed.gov/fulltext/EJ794529.pdf https://www.teachermagazine.com/au_en/articles/strategies-to-promote-inclusion-in-health-and-physical-education-and-beyond References :

26. Related Articles related to inclusion of Physical Education to the curriculum Barriers and facilitators to inclusion in integrated physical education: Adapted physical educators’ perspectives Justin A Haegele et al. This article is directly tied to the inclusion of physical education, offering crucial insights into factors that affect the integration of students with disabilities in PE classes. By highlighting the perspectives of adapted physical educators, it emphasizes the role of teacher training, attitudes, and instructional strategies in creating an inclusive environment. The study's identification of barriers and facilitators provides practical guidance for shaping policies and practices that improve the educational experiences of these students. It stresses that true inclusion requires more than just physical presence—it ensures all students feel valued and included in physical education. References : https://files.eric.ed.gov/fulltext/EJ1294438.pdf https://files.eric.ed.gov/fulltext/EJ794529.pdf https://www.teachermagazine.com/au_en/articles/strategies-to-promote-inclusion-in-health-and-physical-education-and-beyond