TOWARDS A MODEL OF ADAPTIVE PHYSICAL EDUCATION BASED ON TRADITIONAL SPORT GAMES TO DEVELOP THE WELL-BEING OF PHYSICALLY DISABLED PUPILS IN TUNISIA
The introduction of the concepts of health education for adaptive physical education raises many questions and apprehensions among physical education teachers in Tunisia who have been entrusted with this new disciplinary field while imposing on them a different approach to teaching. In fact, in this perspective, rather great importance is given to health education. Moreover, among the pedagogical orientations put forward by these designers, the accent must be placed on replacing the notions of learning objectives with an approach organized around the notions of the development of disciplinary and transversal skills through the traditional sports game. Interested for several years in games and health education, we wanted to make our contribution to the attempts undertaken so far to implement traditional sports games in the school environment. To have a more objective idea of the needs of the educators, we began by surveying the status of the implementation of traditional sports games in and around the Sfax region. This approach made it possible to highlight the understanding that some teachers have of the concepts involved and the strategies they have developed to implement them. Subsequently, taking into account the needs identified during our survey, we developed an innovative intervention approach, integrating games in the field of health education and didactic devices already tested in schools. We think, through this work, to bring our contribution to the actions already undertaken by the teachers, to make health education through traditional games an integral part of the Tunisian school.
Traditional sports game, Adaptive physical education, health education, Action field, Well-being, Tunisian disabled pupil.