Teaching period

4th semester


Learning outcomes

Comprehension and understanding of the fundamental principles that apply to the design and contents of exercise, addressed to special population groups and refer to prevention (wherever possible) and treatment (as much as possible) of physical deformities and functional restraint for people with:

  • Disabilities and
  • Chronic diseases.


Teaching method

The teaching method is consisted by brainstorming, theoretical presentations on each disease, as well as questions-answers. Specifically, subjects displayed are the reasoning of a disease, the physical and kinetic characteristics developed by the persons suffering from a disease. Also, the goals and benefits from exercise, as well as the means used are presented and the indications and contraindications of exercise are remarked.


Week by week schedule

Physical Education for Special Populations (theory) is summarised in 30 teaching hours, organised in 15 2-hour session, in which student attendance is essential.


Week Unit


Introduction to Exercise. Structure and Contents of Exercise


Exercise as a Means of Prevention for Morbid Conditions, Development of Neuromuscular Functional Ability and Rehabilitation


Physical Education and Disabled People


Mental Retardation


Down Syndrome or Trisomy 21


Cerebral Paralysis


Sight - Blindness


Hearing - Deafness


Kinetic Disorders


Spinal Problems






Cardiovascular Diseases


Diabetes Mellitus


Obesity and other Diseases


Textbooks/reference material

In English

  1. CheatumB.A., Hammond A. (2000).Physical activities for improving children's learning and behavior: a guide to sensory motor development. Human Kinetics, Champaign, Illinois
  2. Kisner C, Colby LA. (2007). Therapeutic Exercise. Foundations and Techniques. 5th ed. F. A. Davis Company, Philadelphia
  3. Miller P.D. (1995). Fitness programming and physical disability. Human Kinetics, Champaign, Illinois
  4. Rimmer J.H. (1993). Fitness and rehabilitation programs for special populations. McGraw-Hill
  5. Shepherd R.B. (1995).Physiotherapy in paediatrics. 3rd ed. Butterworth-Heinemann, Oxford


In Greek

  1. Λαμπίρης Η.Ε. (2003). Ορθοπαιδική και Τραυματιολογία. Ιατρικές Εκδόσεις Πασχαλίδη, Αθήνα (OrthopaedicsandTraumatology)
  2. Χριστοδούλου Γ.Ν., Κονταξάκης Β.Π. (2000). Η Τρίτη ηλικία. Εκδ. Βήτα, Αθήνα (TheThirdAge)
  3. Kisner C., Colby L.A. (2003). Θεραπευτικές Ασκήσεις. Βασικές Αρχές και Τεχνικές. (Μετάφραση Αγγλικής Έκδοσης), Ιατρικές Εκδόσεις Σιώκη, Θεσσαλονίκη (TherapeuticExercise. FoundationsandTechniques)



Assessment of the theoretical part of Physical Education for Special Populations takes place in the end of the semester and has 2 examination periods. In case somebody fails in the 1st exam, they may take the 2nd. If they fail twice, they have to attend the module/subject again. The examination students take is consisted of open and closed type questions. The final grade of the subject derives from the average of the theoretical and laboratory part and has to be 5 out of 10 or higher. Nevertheless, the students need to achieve 5 out of 10 for each of the parts to consider the subject passed. The examination’s duration is 2 hours. After passing the theoretical and laboratory part, the students are awarded with 5 ECTS credits.

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