Abstract
This paper aims to identify the somatic and functional profile of middle-school students from three areas of Romania (South-West, West and North-West). A group of 364 students (173 girls and 191 boys) aged between 10 and 16 years (12.75 ± 1.2) from 6 different schools in Mehedinti, Caras-Severin and Bistrita-Nasaud counties took part in this study. The target group category includes Roma ethnic students, students from disorganised families and students at high risk of early school dropout, from both urban and rural areas. The calculated statistical indicators were: arithmetic mean, standard deviation, coefficient of variation and Pearson coefficient. The anthropometric measurements made to identify the somatic and functional profile of students were height, weight, BMI, arm span and Ruffier test. The results show an upward trend in the height of boys aged between 10 (1.44 m) and 16 years (1.67 m), the maximum value recorded for girls aged 14 years being 1.59 m. The highest value of body weight was identified in boys aged 15 years (58.91 kg) and girls aged 14 years (52.63 kg). The highest value for arm span was found for 15-years-old boys (167 cm) and 14-years-old girls (158.83 cm). BMI values for both boys and girls were between 17.22 and 21.52 points. In Ruffier test, the scores obtained by students ranged between 9.95 and 13.4. This research is part of the “Sustainable social and education integration through sport activities” project (PNP001).
Highlights
Educational and social exclusion has become a topic of interest, which attracts the attention of many specialists from all over the world
Educational exclusion can lead to absenteeism and later to school dropout, which is inevitably conducing to social exclusion
Social exclusion is a complex and multifaceted process that “involves the lack or denial of resources, rights, goods and services, and the inability to participate in the normal relationships and activities, available to the majority of people in a society” (Levitas et al, 2007, p. 9)
Summary
Educational and social exclusion has become a topic of interest, which attracts the attention of many specialists from all over the world. Tarabini, Jacovkis and Montes (2017) mention that the processes of educational exclusion are multiple and diverse. Research has shown that exclusion from school goes far beyond access. It is associated with crucial issues related to educational processes (belonging, recognition or representation) and outcomes (knowledge or certificates). Social exclusion is a complex and multifaceted process that “involves the lack or denial of resources, rights, goods and services, and the inability to participate in the normal relationships and activities, available to the majority of people in a society” Social exclusion is a complex and multifaceted process that “involves the lack or denial of resources, rights, goods and services, and the inability to participate in the normal relationships and activities, available to the majority of people in a society” (Levitas et al, 2007, p. 9)
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