Suchergebnisse

The Italian national guidelines for the curriculum propose a vertical model centered on the educational objectives. In them, there are coherently developed for thematic field of body and movement of the nursery school, of physical education of first cycle of education and of physical activity and sports sciences of second cycle of education. However in these documents lack a methodological perspective to indicate to teachers as it would violate the freedom of teaching which is constitutionally guaranteed. The objective of the study is to open the scenario of teaching/learning methods that has a logical paradigmatic basis and as closely as possible to scientific evidence in order to homogenize the different arguments that empathize the division between the formal educational environment of the school and that informal one of sports associations. The results show that the thematic field with disciplinary characterization can be taught with cross methods between cognitive approach, with the prescriptive method, and the dynamic ecological one with the heuristic learning method; while those with inter/transdisciplinary characterization require the exclusive use of the heuristic learning method of the dynamic ecological approach to achieve the crosscutting objectives so emphasized in the Italian national guidelines: social, emotional, relational and civil coexistence. In conclusion, the work also opens up to the coher-ence between the educational project of physical and sports education and the academic training project of exercise and sports sciences; highlighting the value of a new approach the value of a new approach in teacher training that aim to ensure the acquisition of key competence, according to Recom-mendation of the European Parliament (2006 and 2018) and to create a coop-eration between University (actually the only agency in Italy authorized to offer specialization to teaching) and the Italian Olympic Committee. This perspective can be easily realized by using a core curriculum uniformly ap-plied at ...

Also in Italy, as well as to be in all others states European Union, the academic disciplines in university system have to change to conform to the 3 areas: SH Social Sciences and Humanities, PE Physical Sciences and Engineering, LS (Life Sciences), 25 panel and 333 sub panel of European Research Council Panel Structure 2018. Nowadays, it is compulsory to have the same language within the European Union and its European Research Council Executive Agency (ERCEA). This change concerns the funding of research and the recruitment of professors; currently in Italy they follow two different procedures and the reform aims to pursue the unique way. Physical activity and sports sciences are in two different scientific areas: the human and social sciences and the life sciences. The problem is therefore to choose a single scientific area or to stay in two areas, to define the declaration of the academic discipline with the protection of the professors' rights and the relationship with the ERC Area. The academic disciplines of Physical activity and Sport sciences field could be made by the following descriptors: Health, ageing - Social aspects of learning, curriculum studies, educational policies - Science and technology studies - Cognitive basis of human development and education, developmental disorders; comparative cognition - Personality and social cognition – Emotion - Clinical and health psychology – Neuropsychology - Attention, perception, action, consciousness - Learning, memory - Cognition in ageing - Reasoning, decision-making – Intelligence - Language learning and processing - Theoretical linguistics - computational linguistics - Comparative physiology and pathophysiology - Fundamental mechanisms underlying ageing - Sensation and perception - Neural bases of cognitive processes - Other medical technologies for diagnosis and monitoring of diseases - Epidemiology and public health - Environmental health, occupational medicine - Health services, health care research, medical ethics. In Italy its declaratory could be simplified: "Theories and methods of physical education, training, health and well-being" in Life sciences area with the exception for some professors to be structured in human and social sciences for educational profile.

Background and Study aim. For the new reform to be applied in the best possible way, it is a priority and useful to promote the development of knowledge on the organization and methods of teaching/learning in physical education in primary school. This study aims to search for a new didactic organizational model for physical education in primary school, starting from the theoretical lines, showing the contrasts of the significant aspects and the uniqueness of heuristic learning, with a consequent theoretical and argumentative elaboration of operational proposals. Material and Methods. For this purpose, an accurate survey of the scientific literature has been analyzed, highlighting the critical issues that characterized the various proposals and attempt to implement physical activity and sports education courses in primary school over the years, up to the recent legislative innovation. Results. The path of the definition of physical education in primary school was marked by stages that did not always enhance the educational and training dimension of the motor and sports experience, making the school discipline assume a marginal and optional role in the face of an extracurricular practice characterized by a widespread organization and more capable of intercepting and responding to the physical exercise and sport needs of society. This complex situation has only generated confusion without solving the problem of the absence of physical and sporting activity in the 5-10 age group, as required by the World Health Organization and the European Union, by adequately and uniquely qualified teachers. It is now useful to promote the development of knowledge on the didactic organization of the primary school, on the different teaching/learning methods in physical education, to contextualize the scope of the new legal provision to the current legal framework Conclusions. The study highlights the value of a new approach in teacher training that aims to ensure the acquisition of key competence, according to the Recommendation ...