|Lezione||8||Sem. 2A, Sem. 2B||Valentina Biino|
|Laboratorio [Gruppo 1]||1||Lab. 2B||Valentina Biino|
|Laboratorio [Gruppo 2]||1||Lab. 2B||Matteo Giuriato|
|Laboratorio [Gruppo 3]||1||Lab. 2B||Matteo Giuriato|
|Laboratorio [Gruppo 4]||1||Lab. 2B||Francesca Bonafini|
KNOWLEDGES AND ABILITIES
The course purpose is providing knowledges and competences which permit the planning , the organisation and the management of physical activities with growing and developmental children, during their first school-age.
At the end of the teaching, all the students will know the physical, cognitive and social characteristics of the school-age children.
Moreover they will show they are able to plan and organize lessons of physical activity which consider the olistic idea of the child.
They will also be able to keep the learning curve with activities which consider both the maturation and the development of children, based on the guide- lines of the contemporary scientific literature.
All the students will be able to define purposes, goals and expertises connected with the physical activities during the school-age and they will be able to identify the peculiarity and the importance of the practice of them for the Executive Functions development.
At the end of the course all the students will be able to work with:
Acquisition of motor abilities. Fundamental skills: locomotor and not locomotor abilities.
Learning levels of motor abilities: coordination skills development (general coordination skills and special coordination skills) and variable availability.
The game and its motor functions:
• Games and physical activity of orientation and space-time structuring;
• Games and physical activity for the structuring of the body image and of the basic motor schemes;
• Games for the activity and the exercise of the static, dynamics and transferred balance;
• Games and physical activities for timing and rhythm exercise;
• Games and physics activities for the exercise and the reinforcement of laterality and dominance
Variation and variability of practice: games and physical activities connected to the main Executive Function:
• Games which promote the Contextual Interference
• Games which promote the Mental Control
• Games which promote the Discovery
Benefits of Physical activity in childhood: physical well-being and health, cognitive functioning, effort, aerousal motivation and psychological well-being, social inclusion.
- A Statement of Physical Activity Guidelines (2019) for children from birth to 5 years and of 6-10 y.
- Active life-style: educate to moverment. School, encouraging environment
- Motor Skills/abilities Fundamental skills (kindergarten school, primary school)
- Maturation and development. Enriching environments
- Critical periods and sensitive periods of child
- Holistic conception of child: physical efficiency, executive functions and creativity, motor coordination
- Teaching with physical activity games
- Cognitive Engagement and variability of practice
- Methodological basics: many-sided sports approach, mixed physical activity formats, multi sports approch, practice bilateral.
- Physical Activity Enrich: Core Executice Functions: inhibition and interference control, working memory, and cognitive flexibility (including creatively thinking)
- Methods for develop Executive Functions. Games highlighting contextual interference, games emphasizing mental control, games highlighting discovery.
- Develop of motor skills: fitness ability and Fundamental Motor Skills
- Life skills: interpersonal skills and self efficacy
- Strengthen and reinforce elementar motor skills
- Aimes of competence for Kindergarten- Age Children
- Aims of competence for Elementary School- Age Children
- Know the Effectiveness of Teaching Methods
- The assessment: motor test and cognitive test
- The assessment of motor learning.
The course includes both a theoretical and a practical part. The lessons involve interventions in class and in the gym in the form of frontal didactics and laboratories. The course will deal with the main methodological aspects and perspectives of didactic practice about the conduction of physical activity proposals. In particular, the main theories about motor learning and methodological/didactic approach to the different movement situations, will be analysed.
- Frontal lessons and potential videorecorded lessons or in asynchronous modality, used to develop the contents of the didactic program;
- Practical activity and laboratories aimed at achieving the following learnings:
- partition of the physical education lesson: activation phase, central coordinative phase, final playful phase
- practices of activation game, of key-game, of final high-motivation game
- Examples of game facilitation, stabilisation and complication
-Progression of didactics and analysis off the task of a fundamental motor skill (roll, climbing wall bars, throw)
- Examples of instructions, assistance, modelling and feedback in motor practice
-Strategies to create a learning and enjoyable environment/mood with inclusion of disabled students
The exam is conducted in one hour of written test (composition).
-the purposes of the test are aimed to verify the criteria used to conduct an educational and motor-specific program for the working plan of physical education in kindergarten school and primary school
Students will have to demonstrate to know how to plan and manage learning settings referred to every motor-specific objectives, considering the holistic approach of childern that means their cognitive, biological and psyco-social domain.
Students will have to demonstrate to know how to use a specifica and scientific language.
-The modality of verification will be a written test which includes 5 open questions and a hypothesis of lesson, that has to be presented at the moment of the exam.
- The assessment mode will be: 6 point for each questions of the written test exam, of which: 2 point for the precision of the answer; 2 point for the elaboration capability; 2 point for the focus of the answer.
For the hypothesis of lesson will be assigned at most 1 point (0-0.5-1) and the partecipation at the practical laboratory will be taken into account too.
There aren’t any differences in exam modalities between attending and non-attending students.
|Lezione||Valentina Biino||GiocosaMente in Movimento (Edizione 1)||CALZETTI MARIUCCI editore||2018||978-88-6028-558-4|
|Lezione||Pesce C, Marchetti R,, Motta A., Bellucci M.||Joy of moving||Calzetti-Mariucci editore||2015|
|Lezione||Biino Valentina||"Manuale di Scienze motorie e sportive"||HOEPLI||2006|
|Laboratorio||Valentina Biino||GiocosaMente in Movimento (Edizione 1)||CALZETTI MARIUCCI editore||2018||978-88-6028-558-4|
|Laboratorio||Pesce C, Marchetti R,, Motta A., Bellucci M.||Joy of moving||Calzetti-Mariucci editore||2015|
|Laboratorio||Biino Valentina||"Manuale di Scienze motorie e sportive"||HOEPLI||2006|