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

The form of "Motor and sports activities for developmental age" aims to provide basic knowledge and skills relating to the methodological, didactic, organizational and relational aspects of physical and sports education, with particular attention to childhood.

The teaching addresses the area general didactic , offering a cross-disciplinary preparation useful to those who will work in the educational and training field.

At the end of the course, the student will be able to:

1. Observe and analyze the basic motor characteristics of girls and boys, in order to understand their level of development and individual needs.
2. Designing educational interventions consistent with the educational objectives, promoting motor learning in a structured and intentional way.
3. Choosing educational methods and styles suited to the characteristics and needs of the group, encouraging the active participation and involvement of all.
4. Select appropriate content (exercises, recreational activities, games) based on the objectives, age and characteristics of the students, according to a correct didactic progression.
5. Plan your workload in an effective and progressive way, adapting it to the characteristics of the group and the context in which it operates.
6. Organizing teaching in a safe, inclusive, stimulating and well-equipped environment that promotes well-being and learning.
7. Conduct physical activity in line with the objectives to be achieved, taking into account fundamental variables such as age, size and characteristics of the group, spaces, equipment and time available.
8. Effectively manage the educational relationship , promoting a positive, respectful and motivating learning climate for all students.
9. Use didactic communication effectively , with particular attention to the phases of teaching motor skills;
10. Collaborate and work in groups , respecting the dynamics of cooperative learning and the rules established in training contexts

TEACHING METHODS

I

The course provides a balance between frontal lessons , group work , case analysis And applied design .

During the module, students will be involved in the creation of a physical activity and sports project on a case study. Participants will be divided into working groups which, in parallel with the lessons, will have to:

• Choose a case study independently;
• Analyze it progressively by applying the theoretical methods presented during the lessons;
• Critically discuss the results of the analysis;
• Make proposals for improvement or intervention.

At the end of the course, each group will publicly present their work, illustrating the analysis conducted and the solutions designed. This teaching method is aimed at developing skills of observation, critical reflection, teamwork and operational application of theoretical content.

Cases with certification of LSD, disability or other special educational needs are advised to contact both the Department contact, Prof. Nicola Girtler , and the teacher at the beginning of the lessons to agree on teaching and exam methods that, in compliance with the teaching objectives, take into account individual learning methods and provide suitable compensatory/dispensatory tools recognized by the University Service for SLD students.

SYLLABUS/CONTENT

Part I

The form of "Motor and sports activities for developmental age" aims to provide basic knowledge and skills relating to the methodological, didactic, organizational and relational aspects of physical and sports education, with particular attention to childhood.

The teaching addresses the area general didactic , offering a cross-disciplinary preparation useful to those who will work in the educational and training field.

At the end of the course, the student will be able to:

1. Observe and analyze the basic motor characteristics of girls and boys, in order to understand their level of development and individual needs.
2. Designing educational interventions consistent with the educational objectives, promoting motor learning in a structured and intentional way.
3. Choosing educational methods and styles suited to the characteristics and needs of the group, encouraging the active participation and involvement of all.
4. Select appropriate content (exercises, recreational activities, games) based on the objectives, age and characteristics of the students, according to a correct didactic progression.
5. Plan your workload in an effective and progressive way, adapting it to the characteristics of the group and the context in which it operates.
6. Organizing teaching in a safe, inclusive, stimulating and well-equipped environment that promotes well-being and learning.
7. Conduct physical activity in line with the objectives to be achieved, taking into account fundamental variables such as age, size and characteristics of the group, spaces, equipment and time available.
8. Effectively manage the educational relationship , promoting a positive, respectful and motivating learning climate for all students.
9. Use didactic communication effectively , with particular attention to the phases of teaching motor skills;
10. Collaborate and work in groups , respecting the dynamics of cooperative learning and the rules established in training contexts

RECOMMENDED READING/BIBLIOGRAPHY

Lecture notes available on Aulaweb of the module

Pesce C. et al. (2024) "Joy of Moving": https://www.joyofmovinghandbook.com/it

Weineck J. (2023) "L'allenamento ottimale" Calzetti e Mariucci

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).