The course aims to provide theoretical, technical and didactic aspects of motor activity at school. Corporeity plays an essential role in learning, socialization, development of personality through self-knowledge, limits and potentials. Motor activity is based on the education through the movement and its essential elements such as bodily, expressive, communicative, relational, based on individual psychophysical growth by consolidating correct and healthy lifestyles. The aims of the course are:

-to analyze motor skills as primary elements for future learning, together with cognitive, affective and social areas;  

-to help to build and develop child’s identity;

-to  gain the autonomy of the pupil even with workshop didactics to enhance the active dimension of learning.

Particular attention it will be given to the role of the teacher who is also educator/facilitator/animator. She/he will have to manage not only the classroom but also the gym as a learning venue; she/he has to be able to make a careful study of the "culture of movement" enhancing the formation of the person making use of interdisciplinary experiences, considering the pupil's in relation to oneself, to the others and to the environment.

Introduction to the subject – Gymnastic terminology – Basic motor patterns  - Lateralization - Corporal patterns and stages - Coordinating skills - Condition skills -Characteristics of motor learning in child development - Psycho-social development - Role of motor activity in process of growth - Auxology and its stages - Motility and school learning - From Programmes to Guidelines - Gymnastic  exercise and its structure - Non-coded, unusual and improvised small and big equipment (applied technique) – Educations - Motor Tests - Educational project and its possible articulation (fundamental parts that structure it) - Teaching units - Learning units (fundamental parts characterizing them ) - Teaching model and structure of lesson plan - Motility and interdisciplinarity - Play (definition and concept) - The studio and motor – Play workshop - Legislative guidelines - Education research in school (executive plan).

(Knowledge and understanding).

- Knowledge of theory, technique and didactics;
- knowledge of the main elements of motor learning;
- ability to distinguish and compare the fundamental features of the curriculum, planning and design guidelines, teaching strategies, group leadership, assessment and evaluation.

(Applying knowledge and understanding).

- Knowledge and understanding of theories and concepts provided by the course;
- ability to propose and evaluate didactic solutions through workshops, motor activity in natural environment also in collaboration with the extra school;

- ability to recognize the fundamental phases of experimental research;
- ability to analyze Programs, National Guidelines for the Curriculum of the Early Childhood and Primary School, continuously.

(Making judgements).

- Ability to identify appropriate research methods in different contexts;
- ability to conceive learning units and lesson plans for different user targets;
- ability to know how to make research hypotheses to deal with motor and /or educational issues;

- ability to select the most appropriate teaching strategies, evaluate events, and identify the key issues to the formative success.

(Communication skills).

- Know all the techniques that can enhance communicative, intellectual and learning skills;
- ability to read and interpret nonverbal communication;
- ability to use different bibliographic material, databases for  further investigations;

- ability to analyze and evaluate researches and motor projects conducted in school environment critically , in their fundamental methodological aspects;
- ability to investigate issues related to different educational contexts (school and extracurricular) independently;

- ability to obtain bibliographic sources through databases and specific courses, in order to develop  educational, experimental research also aimed at graduate theses;

- ability to build observation, survey and analysis tools;
- ability to research new educational-didactic-motor resources, collaborate in the design and management of formative projects.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Teaching

Lectures, use of PowerPoint. Group and individual bibliographic research, analysis of material. Discussion on specific topics, partecipated lessons with didactic exemplifications.

 

Course books

- M.Valentini, G.Santi, Esprimi-Amo le Emo-Azioni. Atelier Ludico-Motorio nella Scuola dell'Infanzia. Progetto di ricerca, Margiacchi-Galeno Editrice, Perugia, 2007 (tot. p. 249). First part (theoretical plant) in detail. In the second part, internalize the fundamental components of experimental educational research by reflecting on the research questions, workgroup, control, test choice, verification, data collection, analysis, evaluation, reading and understanding  the various research projects realized with children of the kindergarten.

- A.Federici, M.Valentini, C.Tonini Cardinali, Il corpo educante, Aracne Editrice, Roma, 2008
(tot. p. 445).  From page 136 to conclusion. It will be necessary to pay attention to the didactic examples shown, on the supporting structure of Projects and their Learning Units.

Assessment

The expected objectives are verified through an oral test.

The evaluation criteria are as follows:

- Relevant and effective answers in relation to the contents of the program; - level of mastery of knowledge; - adequacy of disciplinary vocabulary and terminological precision; - relevant application of methodologies, techniques, tools; - articulation of the answer.

Each of the criteria is evaluated based on a judgment four-level scale, with equal importance assigned to each criterion. The final evaluation is expressed in thirtieths.

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.

Teaching

The same given for attending students.

Course books

The same given for attending students

Assessment

The same given for attending students.

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.

Students who want to take the exam will have to register regularly (inside Esse3).