Epidemiological Study of The Physical Ability to Practice Physical Education in Children with School Pathologies

Introduction: The term "school pathologies" encompasses two distinct categories of health disorders: those that are caused or exacerbated by a lack of physical activity, and those that predominantly affect children of school age. This study employs an epidemiological approach to examine the physical aptitude of students in relation to their capacity to engage in physical education and sports (PE) classes. Our approach is based on an analysis of 93,870 medical records. Methods: The survey is comprised of four distinct sections. The initial stage of the analysis entails an examination of the prevalence of confirmed impairments among school-aged children. Secondly, an evaluation of the physical aptitude to engage in physical education will be conducted. Thirdly, an analysis of the physical inaptitude of students to participate in physical education will be conducted. Results: The results indicated a range of prevalence rates for various diagnosed and confirmed impairments, though no notable differences were observed between the sexes. Similarly, the majority of respondents attended school in urban areas (64.38%), and the most prevalent age group in this study was 16-18 years (59.59%;p< .05). In contrast, a prevalence of 40.20% of students with SEN (or 3.93‰ of the diagnosed population who are totally unfit for physical practice in PE) has been observed. However, this figure varies according to the types and characteristics of impairment. Three children with one type of impairment out of 1,000 pupils are unfit, which engenders physical inactivity at school due to medical restrictions. This phenomenon is not influenced by gender; however, it differs between geographical areas and age groups. This indicates a correlation between urbanization and age-related changes in physical disability and inactivity. Conclusion: This study underscores the necessity of monitoring the physical activity of students with SEN, whether at school or elsewhere, to gain a more comprehensive understanding of well-being.