Abstract:In orienteering competitions, the athlete's brain can select a spatial reference system based on the task to be performed, and, during a movement, can change the referent. The multiplicity of the reference systems allows to choose the most suitable system. The hypothesis presented here, according to Alain Berthoz, is that manipulation of spatial referents is an essential form of vicariance: depending on the context and the task, the brain decides to take as a reference an element of the body or of the environment rather than another. Apparently, the management of the different references is a further complexity, a detour, but it really simplifies the development of interactions with the environment. In this framework, at the basis of higher cognitive functions there is the vicariant use of the solutions developed by the living beings to the problems posed by the need to move forward in space. This paper argues that the sport of orienteering directly and primarily involves cognitive processes that are critical in the acquisition of the ability to take the perspective of others and, therefore, takes the form of an effective teaching practice in an educational context oriented to inclusion of pupils presenting Special Educational Needs.