68017 - Methodology and Didactics of Motor Activity

Learning outcomes

Knowledge of the main thematic and procedural joints for a modern educational culture of the body; -knowledge of the main elements in motor development and psychomotor development of the child; -knowledge of body distress indicators in children's behavior; - ability to apply the principles of non-verbal communication within the educational relationship; - ability to compare and choose amongst expressive situation; ability to disign and conduct varied operational situation in order to nurture and enrich phycho-motor development in childhood.

Course contents

The program will focus on the following contents:

The body in child development. Body and learning, the paradigm of embodied cognition. Body and relationship, emotion and affectivity.  The body as Educational Subject. The signals of body discomfort.

The relationship as a primary need in childhood. The relationship with the environment, people and objects. Sensorimotor relationship as a primary form of intelligent behavior. The verbal and non-verbal communication. The adult-child educational relationship.

Psychomotor development in childhood. Innate reflexes and basic motor skills. Special motor skills. The motor learning process . The perception of the own body and the awareness of intrinsic and extrinsic feedback. Motor dexterity and fine motor skill as basic goals of child development.

Education through the movement. The game as a learning and development framework. The various theories of the game. The evolution of the game in childhood. Free play and encoded play. The Playsport. Dance and body expression. Dance and education with the body.

The content of education. The concept of exercise and play application. Predisposition of high attentional engagement and cognitive educational situations. The educational situation and organisation of physical education session. Teaching styles and methods. The main educational pathways: easy-difficult; simple-complex; known-unknown. Productive and reproductive methods. The open personal style.

The directions  2012 of the Ministry of education for the curriculum in infancy and primary school. Physical education programming. Educational measurement, means and instruments. Strategies for educational evaluation.

 

The program also includes laboratory experience (8 hours) that is characterized by the following requirements:

• Objectives: realizing concrete learning situation towards general objectives and specific goals related to Physical Education in childhood.

• Links to Teaching: In learning situations, methods, contents, and teaching styles recalled in frontal lesson will be taken, also in relation to the different age development phases.

• The teaching strategies used are based on the participatory lesson, working group, and short dossiers on the experience carried out.

• The laboratory experience is related both to the infancy school and to the primary school.

 

Readings/Bibliography

Prof. Balduzzi Lucia

- From the volume, Balduzzi L. (a cura di), Voci del corpo. Prospettive pedagogiche e didattiche, La Nuova Italia, Milano 2002, students are required to read the following parts:

- the introduction                                                                   -the essay by Vanna Iori, “Dal corpo-cosa al corpo-progetto”      -the essay by Lucia Balduzzi, “Il corpo e la danza: per un'educazione attraverso il movimento”

Scanned versions of the chapters can be found on Moodle. 

-From the volume, Contini M., Fabbri M., Manuzzi P., Non di solo cervello, Raffaello Cortina Editore, 2006, students are required to read only the second chapter, Manuzzi P., Il corpo, l'invisibile presenza, pp.63-124

- Aucouturier B., Il bambino terribile, Raffaello Cortina (Prefazione di I. Gamelli)

- A text of your choice amongst the following:
 a) Nicolodi G., Il disagio educativo all’asilo nido e alla scuola dell’infanzia e
 b) Nicolodi G., Il disagio educativo alla scuola primaria
 
Students are advised to read all the material provided on the e-learning platform. Some of the essays contained in the book “Voci del corpo”, as well as some power point presentations shown during the lessons, can also be downloaded from the platform.

Prof. Ceciliani Andrea

Pesce C., Marchetti, R., Motta A., Bellucci, M., 2015, Joy of moving. Movimenti e immaginazione. Calzetti Mariucci Editori, Perugia

Ceciliani A., 2015, Corpo e movimento nella scuola dell'infanzia. Junior Spaggiari, Parma

Balduzzi L., 2002, a cura di, Voci del corpo. Prospettive pedagogiche e didattiche, La Nuova Italia, Firenze

Handouts provided by teachers.

Teaching methods

Lectures.

Cooperative Learning for particular topics.

 

Assessment methods

• Written test
• Group Evaluation in Cooperative Learning

The final mark will be expressed in thirtieths (30/30).

Students are nor required to skip exam sessions. In case of failure, students can sit the exam again during any of the following sessions.

In order to take the exam, students must register via Alma Esami, in compliance with mandatory deadlines. Students who are unable to register due to technical issues must communicate (and in any case before the formal closure of the registration lists) the problem to the Ufficio Didattico at once. Lecturers reserve the right to admit or not the student to the exam.

Teaching tools

Laboratory activities.

Production of a short personal dossier by the student.

Office hours

See the website of Andrea Ceciliani

See the website of Lucia Balduzzi