Technologies, Sports and Motor Activities for an Inclusive School

The relationships between sport, motor activities, new technologies and disabilities within the educational environment is to be considered a relatively unexplored area of research. Movement activities combined with technologies provide an original area of pupil enhancement, as they guarantee opportunities and participation also for pupils with psychophysical and sensory difficulties. Primary school, in particular, has worked a really inclusive-didactic laboratory in recent decades; due to its educational specificity, it has experimented with itineraries of inclusion that have capitalized on the bodily-kinesthetic dimension of students. Inclusive didactics that use the resources of motor activity and technology is able to enhance and enrich the entire teaching-learning process, thanks to the methodology based mainly on cooperation and socialisation. Specifically, didactics, cooperation and socialization interface and generate an inclusive knowledge which, through multidisciplinary and multilateral motor games and through technology, defines the so-called motor-techno-games. The work helps to build an interdisciplinary epistemological framework of the educational side of motor and sports activity which, by investigating the relationship between body, movement and learning processes, highlights the bodily-kinesthetic dimension within the processes of knowledge construction. Furthermore, it detects the educational, training and integrative potential of teaching practice aimed at enhancing motor and sporting activities also in their adapted form.Reference is made to a fact-finding investigation, realized within a research-training experience at the ForPsiCom Department of the University of Bari. The study, started in 2022 and still in progress, focuses on the perception of disability and on the use of two technological systems integrated in teaching practice. The first results are presented.