PHYSICAL EDUCATION AND PERSONALIZED LEARNING IN LINE WITH EUROPEAN UNION AND NATIONAL STANDARDS

Physical education represents a central discipline for promoting the psychophysical well-being of adolescents, in a context characterized by a growing incidence of sedentary lifestyles.This trend, associated with a reduction in regular physical activity, has negative effects on the physical, emotional, and social development of students, making targeted educational intervention urgent (Shao T. & Zhou X., 2023).However, the heterogeneity of motor skills and sports experiences, determined by individual, social, and cultural factors, represents a significant challenge for teachers, who must design activities that are both inclusive and compliant with national curriculum objectives.The present study aims to analyze innovative teaching strategies that promote motivation and active participation in heterogeneous educational contexts, with a focus on adolescence.Approaches such as the differentiation of motor activities based on individual needs, the use of diversified workstations, peer collaboration, and the valorization of students' personal inclinations and preferences will be explored.These strategies aim to create a flexible and stimulating learning environment, where each student can feel welcomed and supported in their growth journey.Through a systematic review of scientific literature, the work intends to provide a structured theoretical framework that highlights the effectiveness of inclusive teaching interventions in improving not only motor skills but also aspects related to intrinsic motivation, perceived self-efficacy, and social cooperation.Previous studies have shown that the personalization of learning paths in physical education, associated with collaborative practices, promotes emotional involvement and reduces the sense of inadequacy in students who are less skilled from a motor point of view (Bailey et al., 2019).Therefore, the aim is to construct and provide operational indications for educators, to balance the need to personalize learning-teaching processes (Bruner, J. S. 2002) with the achievement of the expected training standards.Particular attention will be paid to the role of the teacher as a facilitator of active, inclusive learning oriented towards the valorization of diversity.In this way, physical education can become a key tool to respond to the pedagogical challenges posed by today's society, promoting holistic well-being and the social integration of adolescents in diverse educational contexts.