Abstract

This article is based on scientific evidence from a national survey carried out in Italy in 2017 on a sample of 4011 students. The results of the statistical analysis show that the potential educational role of sports is not an explicit value embedded in its practice. In these terms, today the causal link between sports and education appears to be a stereotype. The study shows that teenagers who play sports outside of school have an increase in their levels of tolerance of bullying and racism. In addition, respondents who play sports have highly stereotyped opinions about gender roles and ethnic diversity. The neutrality of sports practice in Italy, with regard to social inclusion and the dissemination of positive values, has been demonstrated. Although sport can be a useful educational tool to mitigate limits arising from disadvantaged social conditions, a direct relation between sports and education has not been observed. In order to spread positive social values and promote social inclusion through sport, we hypothesise that it is necessary to overcome two limits: the inequality in sports opportunities among students and the weakness of the relation between sports and pedagogy. This article finally proposes a pedagogical approach aimed at sports teaching oriented towards social inclusion.

摘要

本文基于 2017 年在意大利对 4011 名学生进行的全国调查的科学证据。统计分析的结果表明，体育的潜在教育作用并不是嵌入在其实践中的明确价值。在这些方面，今天体育和教育之间的因果关系似乎是一种刻板印象。研究表明，在校外参加体育运动的青少年对欺凌和种族主义的容忍度有所提高。此外，参加体育运动的受访者对性别角色和种族多样性有着高度刻板的看法。意大利体育实践在社会包容和传播积极价值观方面的中立性已得到证明。虽然体育可以成为一种有用的教育工具，以减轻不利社会条件造成的限制，但尚未观察到体育与教育之间的直接关系。为了通过体育传播积极的社会价值观和促进社会包容，我们假设有必要克服两个限制：学生体育机会的不平等以及体育与教育学之间关系的薄弱。本文最后提出了一种面向社会包容的体育教学的教学方法。学生体育机会的不平等以及体育与教学关系的薄弱。本文最后提出了一种面向社会包容的体育教学的教学方法。学生体育机会的不平等以及体育与教学关系的薄弱。本文最后提出了一种面向社会包容的体育教学的教学方法。