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 recognized in its fundamental components: bodily, expressive, communicative, relational, and operative as functions of a person’s psychophysical development and consolidating correct and healthy lifestyles. The course focuses on play, motor activity, and disability. Also, it aims at providing an advanced theoretical understanding of motor themes linked to other areas, such as personality, school, and the teacher’s role in the building up and development of identity, the acquisition of autonomy and of pupils’ skills also assisted by play workshop didactics to enhance the active dimension of learning. The course enhances the teacher-instructor-entertainer-facilitator’s role, representing a key figure responsible for a gym as a relationship-building environment where play and animation also contribute to the growth of the pupil-person. Study in depth the culture of movement, the building up of a subject in developmental age through interdisciplinary experiences regarding self and others, things, the environment for an inclusive training pedagogy, of attention through cognitive, social, and emotional experiences in relationship to self and to others and to the environment.

·  Gross motor activity for special needs individuals:

- Play history

- Videogames: gameplay in the 3rd millennia

- Play right and System

- Game and Animation

- Game and social activities: scientifical reports and Review

- Enriched motor activity didactics (Joy of Moving theory)

- Motor activity and disability

·  Environmental education and motor activity during developmental age

- outdoor motor activity education

- Outdoor Methodological and prospective analysis – focused on research protocols 

None.

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

(Knowledge and understanding)

- Knowledge of game and animation theories;
- knowledge of the main elements of motor activity and disability;
- ability to distinguish and compare the fundamental features of, planning learning units for different skills and in different environments;

- the ability to analyze scientifical reports and reviews.

(Applying knowledge and understanding)

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

- the ability to recognize the fundamental phases of projecting and the learning units for different skills and different environments;
- ability to analyze scientific reports and reviews.

(Making judgments)

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

- 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;
- the ability to read and interpret nonverbal communication;
- the ability to use different bibliographic materials, and databases for further investigations.

(Learning skills)

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

- the ability to obtain bibliographic sources through databases and specific courses, organized by (the University’s) CISDEL, in order to develop educational, experimental research also aimed at graduate theses;

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

- the ability to join theory and practice: knowledge (theoretical lectures) and skills (practical laboratories), which joined together become skills.

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, and analysis of material. Discussion on specific topics, participated in lessons with didactic exemplifications, and conceptual maps. Monothematic seminars are also synchronous, held by professionals (teachers, educators, support teachers, and instructors) with final feedback shared in a small group work conducted by the teacher in the classroom.

Innovative teaching methods

Alternative to the frontal lesson:

- Bring Your Own Device (BYOD): use of students' personal mobile devices (computers, smartphones, tablets) for bibliographic searches, abstracts, and keywords, on the specific topic of the lesson and relative discussion;

- Construction of paper/digital glossary: ERASMUS students attending; in particular in the first lessons, group searches of bibliographic material (articles, documents) relating to the subject of the lesson, in the student's language to facilitate it, explaining the terminology, the specific lexicon in Italian by formulating a glossary in two languages, in particular terms/keywords of teaching (also useful for Italian students in memorizing words in a different language such as Spanish because there are different Spanish ERASMUS students enrolled in the course);

- Disciplinary monothematic topics proposed to the students who in turn choose, to be developed individually or in groups (in class and/or at home) and then related and reflected in the classroom during lessons, also using presentations in Ppt, links, and videos, in continuity with the motor activity laboratory.

Attendance

Minimum mandatory attendance: 2/3 of total practice lessons. As for the practical activities, attendance is intended as active participation in the lesson.

Course books

- M. Valentini, C. Tonini Cardinali, Gioco, attività motoria, disabilità. Per una pedagogia del movimento, Ed. Anicia, Roma, 2021 (tot. pagine 445). 

- M. Valentini, P. Donatiello, Educazione ambientale e motoria in età evolutiva. Per una pedagogia del movimento in natura, Ed. Anicia, Roma, 2019 (tot. p. 180).

 

Assessment

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

1. Technical-practical summative evaluation at the end of the practical laboratory expressed with an 
not sufficient/sufficient/good/distinct/great, which will take 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 email: 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, and 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

Students not attending the theoretical lessons, will be able to consult the didactic material uploaded on Moodle blended.uniurb.it through which it will be possible to further deepen the study of the volumes indicated in the "Study Texts" section, articles with the keywords of the discipline and in the attendance of the practical part, have the opportunity to combine theory and practice.

Attendance

Minimum mandatory attendance: 2/3 of total practice lessons. As for the practical activities, attendance is intended as active participation in the lesson.

Course books

- M. Valentini, C. Tonini Cardinali, Gioco, attività motoria, disabilità. Per una pedagogia del movimento, Ed. Anicia, Roma, 2021 (tot. pagine 445). 

- M. Valentini, P. Donatiello, Educazione ambientale e motoria in età evolutiva. Per una pedagogia del movimento in natura, Ed. Anicia, Roma, 2019 (tot. p. 180).

Assessment

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

1. Technical-practical summative evaluation at the end of the practical laboratory expressed with an 
not sufficient/sufficient/good/distinct/great, which will take 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 email: 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, and 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 sit the oral examination (see exam dates) the students must:

- have a practical assessment

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

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.