99703 - Sports Education and Motor Praxeology

Learning outcomes

The course explores the role of Sport Education as a process of personal development, critically analysing motor and sport practices through the perspectives of Motor Praxeology and Outdoor Education. Drawing upon the main theoretical contributions of educational sciences, the course examines the concepts of motor conduct, internal and external logic of motor practices, universals of games, motor communication, and families of motor action, highlighting their relevance for the analysis, design and evaluation of educational processes.

Particular attention will be devoted to the processes of educational mediation that characterise children's introduction to sport, as well as to the design of educational contexts that foster participation, inclusion, autonomy and personal development through games, sport and outdoor activities. Students will be encouraged to critically analyse motor practices across different educational and sport settings, developing the competencies required to design educational interventions grounded in sound pedagogical principles and aimed at promoting active, sustainable and inclusive lifestyles.

The course also promotes the integration of theoretical reflection, scientific research and educational planning, encouraging a systemic understanding of motor practices and their educational potential.

Course contents

The course explores the role of Sport Education as a process of personal development, critically analysing motor and sport practices through the perspectives of Motor Praxeology and Outdoor Education. Drawing upon the main theoretical contributions of educational sciences, the course examines the concepts of motor conduct, internal and external logic of motor practices, universals of games, motor communication, and families of motor action, highlighting their relevance for the analysis, design and evaluation of educational processes.

Particular attention is devoted to the design of educational contexts that foster participation, inclusion, autonomy and personal development through games, sport and outdoor activities. Students will be encouraged to critically analyse motor practices across different educational and sport settings, developing the competencies required to design educational interventions grounded in sound pedagogical principles and aimed at promoting active, sustainable and inclusive lifestyles.

The course also promotes the integration of theoretical reflection, scientific research and educational planning, encouraging a systemic understanding of motor practices and their educational potential.

Readings/Bibliography

Reference texts

• Bortolotti A., Lo sport adatto, Bologna University Press, Bologna, 2026.
• Bortolotti A. (Ed.), Alla ricerca dello spazio perduto. Studi e ricerche in Outdoor Education, Guerini Scientifica, Milan, 2024.

Further reading

• Ferretti E., Educazione in gioco, Casagrande, Bellinzona, 2016.
• Bortolotti A. (Ed.), Il management sportivo umanistico, Bologna University Press, Bologna, 2023.

Additional reading materials, scientific papers and teaching resources will be made available by the lecturer through the University of Bologna's Virtuale online learning platform.

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Teaching methods

The course adopts active learning methodologies aimed at promoting students' active and informed participation while fostering connections between theoretical reflection, scientific research and educational planning.

Alongside interactive lectures, students will engage in guided discussions, individual and small-group activities, analysis and educational planning tasks, whole-class discussions, debates, case study analysis, critical reading of scientific literature, video analysis, and learning activities based on the flipped classroom approach, in which part of the course content is studied independently before class, allowing classroom time to be devoted to discussion, collaborative learning, critical reflection and practical application.

Particular attention will be devoted to the critical analysis of complex educational and sport-related situations, the design of educational interventions for children and adolescents, and reflection on the role of the sport educator as a mediator of learning and developmental processes.

Teaching activities will also encourage students to integrate the perspectives of Motor Praxeology, Outdoor Education, and recent research in Sport Pedagogy, promoting a systemic understanding of motor practices and their educational value.

Assessment methods

Assessment is considered an integral part of the learning process. Rather than simply marking the end of the course, it provides students with the opportunity to demonstrate the level of knowledge, understanding and professional maturity they have developed throughout the semester.

For attending students, assessment consists of the development and presentation of an individual or small-group Project Work, focusing on the critical analysis or design of educational interventions in the fields of sport, motor activities or Outdoor Education. Project Works will be presented and discussed during the final class session, which will be devoted to peer discussion, the sharing of experiences and critical reflection, consistently with the active learning methodologies adopted throughout the course.

For non-attending students, assessment consists of either an oral examination or a written assignment agreed with the lecturer, according to the student's preference. This flexibility is intended to enable students to demonstrate their knowledge and competencies through the assessment format in which they can express themselves most effectively, while fully meeting the intended learning outcomes of the course.

Assessment will take into account the accuracy of the content, the appropriate use of disciplinary terminology, the quality of critical analysis, the ability to integrate the contributions of Motor Praxeology and Outdoor Education in the interpretation of sport practices, as well as students' autonomy in designing and justifying educational interventions grounded in sound pedagogical principles.

Regarding assessment, the use of Generative Artificial Intelligence tools is permitted only for limited, declared and non-substantial support activities (e.g. summarising or rephrasing texts). Substantial use of AI in producing assessment work is not permitted, and all submitted work must represent the student's own original contribution. 

Teaching tools

Teaching activities will be supported through the University of Bologna's Virtuale online learning platform, where students will find study materials, lecture presentations, scientific papers, additional readings, bibliographical references and other learning resources.

Throughout the course, videos, multimedia resources, case studies, examples of educational and sport-related good practices, and other teaching materials will also be used to support the critical analysis, design and evaluation of educational interventions in the fields of sport, motor activities and Outdoor Education.

Generative Artificial Intelligence tools may be used as a support for individual study, provided they are employed critically, responsibly and transparently, for example to summarise course contents, reformulate concepts, conduct preliminary literature searches or support self-assessment.

Teaching materials will be progressively updated throughout the course in response to students' interests, developments in current scientific debate, and recent research in the fields of Sport Pedagogy, Motor Praxeology and Outdoor Education.

Particular attention will be devoted to the consultation, critical reading and discussion of national and international scientific literature, with the aim of developing students' critical thinking skills and fostering lifelong professional learning.

The course promotes an inclusive learning environment that encourages the active participation of all students, values individual characteristics and, whenever appropriate, adopts teaching and assessment strategies that are responsive to different learning needs.

Office hours

See the website of Alessandro Bortolotti