31345 - Development Age and Preventive Motor Activities TTD

Learning outcomes

At the end of the course, the student should be able in the basic knowledge related to educational aspects (relational, methodological, organizational) that characterize the education and prevention in developmental age. In particular in the following areas:  Education, Leasure Time (recreational), Sport Practice, Wellness and Health.
The student should be able to:
- Organize educative activities according to the principles of prevention and individualization: adequacy, graduality, quantity and variability.
- Choose styles and teaching methods tailored to different age groups, targets and context.
- Prepare content (exercise and games) mainly related to the following target of development: psychological (cognitive, emotive, affective, relational), body control, wellness and health.
- Prepare different educational routes according to the principles of multilateralism and versatility applied in different way ("easy-difficult",  "simple-complex",  "know-unknow).
- Organize the educational setting appropriate to the target to be achieveded in relation to its constituent elements: children's age, space and equipment available, time available.
-Relationship with children, according to age and stage of intellectual development, with adequate communication.
-Use the didactic aspects of communication, especially in the various phases of motor learning, in relation to the effective stimulation of the correct use of internal and external feedback from the children.

Course contents

Epistemology.
The term: Gymnastic. Physical Education (PE). Body education. Psyco-kinesis Education. Psycho-motor Education.  Educational route: Education through body and movement. Health Education. Physical Education and physical Training. Sport education and sport training.

Pedagogical strategies.
Outdoor Education and Learning. Cooperative Learning. Motivational Orientation (Task and Ego Orientation)

Motor activities classification.
Spontaneous motricity. Relationship motricity. Educational motricity. Sport motricity. Spontaneous/natural basic movement. Voluntary movement. Educational movement. Artificial movement (sport tecnique). Cyclical/continuous movement. Acyclical/non continuous movement, Cyclical/acyclical combination movement.

Motricity factors.
Sensory motor system. Proprioception and movement. Exteroception and movement. The postural schema. The movement schema. The gross or fundamental motor skill. The fine motor skill. Feedback and movement education. The motor abilities (coordination, strengh, flexibility). Skill development in evolutionary age. Fundamental motor skill: catching, walking, running, throwing, climbing, jumping, rolling, swinging. Skill combination stage: subsequent skill combination and parallel skill combination.

Development stage and body perception
Infancy, childhood, puberty and adolescence. Body schema development. Body schema and skill acquisition. Brain dominance and motor laterality. Body image perception in static and dynamic situation. Gross and fine motor skill development.

Methodology and didactics.
Educational situation (Learning -teaching context). Education concept. Educational relationship. Educational method. Educational communication (reinforce-sanction, scaffolding-fading). Didactict communication (explanation, correction, organization, feedback). Didactic methods classification: open/closed method. Task presentation method. Teaching style. Didactic setting: the teacher, the learner, the activity, the time, the environment, the PE equipment, the goal and program. The training/class organizzation. The PE task proposal: exercise - exercise application (route, circuit training, random circuit, serial circuit) - recreational application - game and play.

Motor skills.
Motor skills vs motor abilities. Open/closed skills. General/technical/tactical skills. Cyclical/acyclical/combinate skills. Skills learning. The movement control: open/closed loop. Intrinsic/extrinsic Feedback and skill learning/control. Knowledge of result and knowledge of performance in the feedback integration. Learning skill stage.

Game and play.
Play as educational proposal. Game classification (Rubin K, Caillois R., Parlebas P., Aucouturier B). Game and play application. Transversal approach to team game from pupular/traditional game to sport game. Strategies and tacticts in game and sport. Competitive/non competitive game. The sport play for children.

Learning experience
The PE or sport class. The class' stage. The class' organization. Exercise modulation (variability, intensity quantity, suitability). Learning target. Didactics progression (simple to complex; easy to difficult; know to unknow). Hierachical programming and modular programming.

The prevention in developmental age.
The posture concept. Postural analysis. Tools and instruments for the postural analysis. The analysis of the foot. The correlation among posture, visual system ad stomatognathic system.
The prevention in the youth approach to the sport. Sport and health. The risk of the precocious specialization. The physical and psychological prevention. The family approach to the youth sport practices.
The prevention in the adolescent training. The muscular training through the free body exercise. The teachig of the right tecniques of use of the artificial overloads. The correct relationship between job and recovery through the modulation of the series and repetitions. Individualized approach to the training load. The stretching as a dangerous method if badly used.

Readings/Bibliography

Principal books

• Schmidt R.A., Wrisberg C.A., Apprendimento motorio e prestazione, SSS Roma, 2000
• Aucouturier B., Il metodo Aucouturier. Fantasmi d'azione e pratica psicomotoria, Franco Angeli, Milano 2005C
• Cilia G., L'educazione Fisica, Piccin Nuova Libraria, Padova, 1006
• Tosi R., Scienze e Motricità. Esculapio, Bologna, 1995

Reccomendend Books

• Farnè R., Sport e infanzia. Un'esperienza formativa tra gioco e impegno. Franco Angeli, MI, 2010
• Milani L., A corpo libero, sport animazione e gioco. Mondadori Education s.p.a., MI, 2010
• Farnè R. Sport e formazione, Guerini Scientifica, MI, 2008
• Contini M e Manini M, La cura in educazione, Carocci Editore, Roma, 2007
• Manuzzi P., Pedagogia del gioco e dell'animazione, Guerini e Associati, Milano, 2002
• Arnold J.P., Educazione motoria, sport e curricolo, Farnè R. (a cura di) Guerini Studio, MI, 2002
• Staccioli G, Il gioco e il giocare, Carocci, Roma, 2002
• Gamelli I., Pedagogia del corpo, Meltemi Edizioni, 2001
• Lauder A, Play Practice. The game approach to teaching and coaching sports. Human Kinetics, 2001
• Parlebas P., Giochi e sport, Edizioni il Capitello, Torini, 1997
• Caillois R. (1967), I giochi e gli uomini. La maschera e la vertigine, Bompani Milano, 1995
• Gardner H., L'educazione delle intelligenze multiple, Edizioni Anabasi, MI, 1995

Teaching methods

Interactive lectures.
Laboratory lesson and personal Dossier production.
Short teaching experience in primary Italian school (one morning or afternoon)

Assessment methods

Final exam will be performed by means three trials:

• Written examination (closed answer test): this trial to be based on the books 3th and 4th in the principal books list
• Oral examination: this trial to be based on the whole program.
• Personal Dossier evaluation (at the same time of the oral examination). The dossier will make by the student on Tutor's indication.

The final evaluation to be based on the result of the two last trial. The most important trial, of course, will be the oral exam.

Teaching tools

Multimedia tools.

Office hours

See the website of Andrea Ceciliani