engleski

Kinesiological Education as the Precondition for the National Physical and Mental Health

Physical activity and its significant part, kinesiological activity, have an impact on numerous aspects of the psycho-physical development and quality of life from an individual’s earliest age. The advantages which kinesiological activity brings to children and youths with developmental disabilities are significant for their psychological, social and cognitive development. They are manifested in the prevention of health problems by diminishing the risk of developing heart diseases through weight control, lean muscles growth, fatty deposits reduction, as well as the diminution of the risk of developing secondary conditions linked to the primary difficulty or disability, for instance tiredness, obesity and social isolation. In the inclusive education system, the psychological benefit of the kinesiological activity is also manifested, besides on the overall children and youths’ help, through the positive effects which physical exercising has on socialisation. Moreover, physical activity contributes to the prevention of secondary conditions brought along by developmental disabilities, and is therefore important in the disabled people’s everyday life. In this context, the aim of this paper is to highlight the importance of kinesiological activity for the children and youths’ mental health, with special attention paid to the inclusive environment, as well as to indicate to the hazards which, by limiting exercising through insufficient time allocated to exercising, especially in primary education, limit the adaptation and preventive power of kinesiological education with the primary function of preserving children and youths’ health.

Inclusive educational system, Disabled person’s quality of life, Children and youth’s psychophysical development, Physical activity, Kinesiological activity

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