Corporeity plays a vital role in learning and socialization processes and  in the development  of personality through self-knowledge and awareness of one’s own potentialities. The starting point of the action of motor activity is education through movement as recognised in its fundamental components:bodily, expressive, communicative, relational and operative as functions of a person’s psychophysical development and  consolidating correct and healthy life-styles. The course aims at analyzing motor themes linked to other areas of personality, to school and to the teacher’s role in the building up and development of identity, of the acquisition of autonomy and of pupils’ skills also assisted by workshop didactics to enhance the active dimension of learning. Study in depth the culture of movement with the building up of the person as the centre of attention through cognitive, social, emotional experiences in relationship to self and to 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. 

Regarding the subject in hand  the student must show they have:- acquired the basic theoretical and technical knowledge taught;- understood advanced concepts: hypotheses, teaching  formulations;- the ability to use their knowledge and concepts in order to autonomously work out problems through planning and applying teaching sequences. 

(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

Didactics

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

Attendance

Attendance

As indicated in the Teaching Regulations of the degree course (study plan), the theoretical-practical activities must be attended for at least two thirds of their duration.

Course books

Course books

- M. Valentini, S. Castriconi, L'altro linguaggio-Unità di Apprendimento per la scuola primaria sul corpo che comunica, Margiacchi Galeno Editrice, Perugia 2007 (tot. p. 346). From p.169 to Conclusion, study,  through teaching examples given, of  the basic structure of the Projects and relative Learning Units.
- A.Federici, M.Valentini, C.Tonini Cardinali, Il corpo educante, Aracne Editrice, Roma, 2008 (tot. p. 445). From p.136 to Conclusion, study,  through teaching examples given, of  the basic structure of the Projects and relative Learning Units.

Assessment

Assessment

The aims of the course are assessed by two types of tests:

1. A summarized technical-practical assessment of the practical workshop with assessments of failed, pass, good, excellent taking into account:

a)   the student’s attendance during  the term (effort, participation, collaboration with teacher and fellow students, organizational, logistic and creative skills, etc.)

b)   the final practical assessment (detailed information will be given during the practical lessons). Students who do not have the practical assessment prior to taking the examination must contact the teacher by emai: manuela.valentini@uniurb.it

2. An interview.

For the oral examination the following criteria will be used:

- 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.

In order to take the examination (see exam dates) the students must:

- have a practical assessment

- enrol on the exam list (Esse3). The order of enrolment will be followed

- have with them their exam record booklet.

The questions asked during the oral exam will be based on the contents described in the course books. The practical assessment will be valid until the oral exam is taken.