Spiele in heterogenen Lerngruppen gemeinsam inszenieren: Reflexionsgespräche als gestaltendes Element einer inklusiven Spielvermittlung

Over the past years researchers have increasingly focused on phases of reflection in physical education. The author applies this topic to mainstreamed student groups which presents a challenge for many teachers. He argues in favor of reflective phases to influence sport games when teaching highly heterogeneous learning groups in order to take into account the different abilities of individual students and thereby avoid excluding them from the game.