Universal design of learning in physical education ( by the example of volleyball).

Abstract

Purpose: to reveal the essence of universal design in education and to characterise the main methods of involving all schoolchildren in physical education lessons. Research methods: analysis and synthesis of scientific, methodological literature and Internet sources, surveys, pedagogical observation. Results of the study. The article examines the concept of Universal Design for Learning (UDL). UDL is defined as a model that is recommended for all educators to implement, especially in the context of diverse students in physical education classes where students have different skill levels. Not only does UDL allow students with disabilities to actively participate in learning, but it also benefits all students. The authors of the article note that the implementation of RBM allows teachers to take a more individualised approach to teaching, and its basic principles contribute to the overall improvement of the quality of education. The article describes ways of engaging students in learning tasks and methods of maintaining their interest. The authors emphasise the importance of using a variety of representations and actions to present information, such as videos, posters, personal or student demonstrations. It is also important to take into account the individual characteristics of students, such as age differences, learning styles, interests, cultural and physical characteristics. The UDL encourages teachers to consider the diversity of learners and to provide different ways of expressing and acting so that every learner can succeed in learning. This paper provides specific examples of how to use UDL in physical education teaching, including considering different ways of explaining, language and aids for students with sensory or learning disabilities. The use of UDL in physical education can contribute to a more inclusive environment for all learners, taking into account their individual needs and ensuring an effective learning process for all participants. Given the individual differences of learners, the authors discuss the need to provide a variety of options for engagement and motivation, as people respond differently to ways of learning and stimulation. They also highlight the importance of creating a safe and predictable environment and the value of cooperative learning and collaboration between students to improve academic performance, physical fitness and social interaction. Based on specific examples, the article suggests options for modifying the game of volleyball to meet the different needs and abilities of students. In particular, aspects such as lowering the height of the net, using lightweight balls, varying court sizes and other innovations to increase accessibility and effectiveness of learning are discussed. In addition, the article points out the importance of taking into account the individual characteristics of students, such as visually impaired students, children in wheelchairs or with limb injuries. It also discusses methods of including all students in different roles, such as judge, photographer or tournament organiser. The authors emphasise the need to plan the lesson in advance, taking into account the principles of UDL, ensuring that all students are able to access the lesson and taking into account the diversity of their needs. Conclusions. Universal Design for Learning encourages teachers to look at and work from a different perspective with solutions that address the limitations of the learning environment rather than the limitations of the learner, making the learner not the problem but part of the diversity. In particular, when modified for use in a sporting environment, the UDL guidelines can help PE teachers develop lesson plans and training methods to increase access, participation and progression of opportunities in the general education curriculum for all students. It is important to diversify practice so that all students with different differences can get the most out of the educational process.