OVERVIEW

The course of motor and sport activities for the developmental age prepares for the development of motor and sport classes aimed at the developmental age

AIMS AND CONTENT

AIMS AND LEARNING OUTCOMES

At the end of the course, the student has the basic knowledge and skills related to the methodological, didactic-organizational and relational aspects that characterize the fields of education and motor prevention in the changing and various stages of the developmental age, in particular in the following operative areas: training, of leisure time (recreational), estimate for well-being. In particular, the student is able to: - Organize training activities, free time (recreational) and preventive according to the principles of: individualization, quantity, variability, adequacy and gradualness. - Choose the appropriate educational styles and methods for the various age groups, the objectives (educational aspect) and the psycho-physical development phase of the students (preventive aspect). - Prepare contents (exercises, exercises, recreational applications, games) mainly related to objectives related to: well-being, prevention and leisure (recreational) activities. - The aim of the course is to provide the student with basic knowledge and skills relating to the methodological, didactic, organizational and relational aspects of physical and sports education in the various stages of developmental age. The educational field will be addressed, especially scholastic, but also sporting and preventive. Specifically, the student will be able to: 1) design the didactic intervention based on the educational objectives of the different areas; 2) choose appropriate didactic styles and methods; 3) choose the contents (exercises, recreational activities, games) suited to the objectives of each area; 4) effectively program the workload of each activity; 5) regulate the activities according to the correct teaching progression; 6) organize the lessons and planning, with respect to the objectives to be achieved, in relation to its variables such as: age of the student, numerousness and characteristics of the class, available spaces and equipment, available time (lesson duration); 7) relate to students in a relevant manner; 8) use the didactic aspects of communication correctly, especially during motor skills learning; 9) work in a group, respecting the rules of a Team Based Learning course.

TEACHING METHODS

Interactive theoretical lessons.

Laboratory lessons.

Lessons based on group work, Team Base Learning (TBL): development of projects and activities in small groups.

In case of certification of specific learning disability, disability or other special educational needs, please contact both the Department contact person, Prof. Nicola Girtler, and the lecturer at the beginning of the lectures to agree on teaching and exam methods which, in compliance of the teaching objectives, take into account individual learning methods and provide suitable compensatory/dispensatory tools recognized by the University SLD Student Service.

SYLLABUS/CONTENT

Part I

• The child, the pre-adolescent: developmental phases at a psychomotor level.

• The growth phases. The sensitive phases.

• Physical education. Motor education. Psychomotor education.

• The development of the body schema. Psychomotor development in developmental age.

• Psychomotricity (outlines).

• The perception of the Self.

• Body language. Mime. Popular dances for the developmental age.

• Communication in the educational situation.

• Teaching methods and strategies in the developmental age.

• The concept of multilaterality.

• Planning pre-sports activities and planning for skills at school (outline).

• Motor competence.

• Gameplay, story and ratings.

• Sports games and free play.

• Educational use of large and small tools also from a safety point of view.

Part II

•Description Goal 3 and 4 of the UN 2030 agency (No. 3: Ensure health and well-being for all at all ages; No.: 4 Provide quality, equitable and inclusive education and learning opportunities for everyone); national indications and areas of competence.

• Presentation of the Active School Project (Sport and Health, Ministry of Education and Minister for Sport and Youth): a path which, thanks to the two KIDS and JUNIOR strands, starts from primary school, with particular attention to learning skills and of basic motor patterns and a focus on preparatory activities for various sports, to then proceed in secondary school with orientation to sport (free online teaching material on the Sport and Health website - references in Texts/Bibliography).

• Presentation of cards and videos to learn about and organize lessons, teaching breaks, free time activities, events.

• Team building and group work for the planning and simulation of physical or sporting activities for developmental age students, regarding the educational, social and promotion value of psychophysical well-being (Art.33 constitutional charter of the Italian Republic).

RECOMMENDED READING/BIBLIOGRAPHY

 Part I

• Senarega D. (2014) “Educazione motoria nella scuola del primo ciclo”. Casa Editrice Libero di scrivere, Genova

Part II

• Camera dei Deputati  (2023) “Articolo 33 della Costituzione” https://www.normattiva.it/uri-res/N2Ls?urn:nir:stato:legge.costituzionale:2023-09-26;1
• Nazioni Unite (2015) “Agenda 20230” https://unric.org/it/agenda-2030/
• Sport e Salute (2023). “Progetto Scuola Attiva - Kids” https://www.sportesalute.eu/progettoscuolattiva/kids/il-kit-didattico.html
• Sport e Salute (2023). “Progetto Scuola Attiva – Junior” https://www.sportesalute.eu/progettoscuolattiva/junior/il-progetto.html

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

I semester, October

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

Part I

Written exam, 10 closed-ended questions, only one correct (20 minutes maximum). The oral modality may be added, when necessary, based on the student's preparation (example: written exam with a result bordering on passing marks)

Part II

Production of group work and peer evaluation: a) writing of a physical or sporting activity project for developmental age students, with particular attention to the educational, social value and promotion of psychophysical well-being; b) practical simulation of the conceived project c) peer evaluation: at the end of the course each student will have to evaluate the contribution that each partner of the TBL Team has given within the team. The overall judgment must consider individual preparation, contribution to discussions and teamwork, and respect for the ideas of teammates.

ASSESSMENT METHODS

Part I

The written exam will evaluate the ability to understand the psycho-physical characteristics of the developmental age and the key elements of teaching in general and specifically, i.e. in the teaching of physical and sporting activities in different age groups and in different fields (scholastic, recreational, sporting and preventive). The oral exam will allow you to delve into any gaps in the written content, to verify the critical reasoning ability of the written content.

Part II

The student will have to produce, together with his teammates on the TBL Team, an activity project, consistent with the objectives of the chosen physical or sporting activities, respecting: age of the student, size and characteristics of the class, available spaces and equipment, available time (duration of the lesson). This project must be written by the TBL Team on an activity sheet provided by the teacher and presented by the TBL Team with a practical simulation to the teacher and the whole class.

The student must demonstrate that he knows how to work in a group and will be evaluated by his teammates in these 3 areas: 1) Cooperation (presence, punctuality, listening, constructive participation in the discussion); 2) Individual Preparation (in-depth knowledge of the topics to be covered in TBL work, preparation for carrying out group activities), Interpersonal Skills (attention and interest in the opinions of group members, communication and acceptance of constructive feedback).