The purpose of this study was to investigate the role/contribution that constructivist learning theories may offer to socio-cognitive development of students trough physical activity and sport. The Constructivism Theories adopt a holistic view of learning that cognition is not only an intra individual process but also a social process in which various cognizing agents/learners are inseparably intertwined. This theoretical framework offers implications for teachers and school that should help pupils to create the conditions to build knowledge moving from directive teacher-centered approaches to student-centered approaches. In this direction the body itself and social/motor interaction are seen to learn.
The traditional "one-size-fits-all" approach to curriculum tends to ignore the individual diversity in learning strengths, challenges, and interests creating barriers to learning and inclusion in Physical Education.The Universal design for learning (UDL), based on neuroscience research and the work of educational psychologist Lev Vygotsky, is meaningful framework increasingly evident in discussions of approaches to enhance educational access for all students. The purpose of this article is to explore and analyze the Universal Design for learning (UDL) to build a didactic plan that ensures the active participation and success in learning of all students in Physical Education regardless of their ability.
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