Adapted physical education in the Hungarian educational system: a conceptual framework

Abstract

Declining health status of youth assumes considerable proportions. The continuously growing number of children with bad body positions, overweight and obesity, diabetes and asthma has been subject to several national or international publications. The number of state surveys, assessments of the situation and action plans has been arising, but real action has been keeping us waiting. Hungary, as a unique country among the neighboring countries, has realized the school-integrated rehabilitation of children suffering from internal and locomotor disorders. Schools in Hungary the Adapted Physical Education (APE), as a part of Physical Education (PE) have been helping disabled children finding their way back to their healthy fellows. In this case study we would like to present the interpretation of the definition, the goals and tasks of APE how and in what way they differ from the European approach and also introduce the definitions are used in Hungarian educational terminology (Physiotherapy, PE, Light Physical Education – as LPE and APE). We consider it to be important to show those substantial points which fundamentally differentiate Physiotherapy, APE and LPE. With setting the goals and tasks we would like to make it clear, that APE is an integral part of PE as a school subject in Hungary. That is the reason why with setting the fundamental goals and tasks, the goals and tasks of PE have to be considered as a starting-point. Compared to international publications a wider interpretation of APE in our study also provides an opportunity to establish an integral European way of thinking.