Suchergebnisse

European Union countries promote an approach to social cohesion based on equity of rights. One of these fundamental rights is access to optimal health: physical activity is a key element in promoting and maintaining individual health and well-being. It is therefore necessary to guarantee full access to the right to health for all, also through a correct approach qualitative-quantitative to physical activities and sports, with particular attention to "special" populations (children, elderly, people with disabilities and more generally people who are vulnerable) which are more exposed to risk factors for health and well-being. The research activity aims to promote inclusion through physical and sports education programs able to respond to the needs for movement by "special" populations, needs that require specific and further adaptations according to the contingencies determined by the COVID-19 pandemic. The purpose is also to describe and compare the behaviours implemented and the opinions expressed, as well as the system of norms, values, beliefs to which the subjects belonging to the selected sample of participants (disabled people that practice sport activities) in the survey activity in order to define physical and sports education programs adapted to the special needs for movement.

The physical education (PE) in the Italian primary school and its teaching and organizational issues have long been a key topic of the political and scientific debate, however the various actions carried out so far have not been enough to recognize contents and methods of physical and sports education correctly oriented in an educational way, often reducing the time of curricular PE or the project experiences of physical literacy and sport to mere physical-technical exercises. The aim of this work is to develop the essential didactic-methodological contents and to define a model of core curriculum of Sport and Exercise Sciences degrees for teaching of PE in primary school and for sport education in sports associations for leisure and recreational activities. To this end will be conducted an analysis of ministerial documents for the identification of the main educational aspects of the contents and learning outcomes of PE in primary school. Then discussion with primary school teachers has been realized, through focus groups content-focused on PE at school as provided by National Guidelines and on specific projects carried out in collaboration between Italian Ministry of Education and Italian Olympic Committee.

In 2018 the Italian government has proposed a bill to develop Physical Education PE in Primary school. The focus is the qualifications of Primary teachers throughout PE degree course for teaching qualifications instead the generalist training, as well as it happens in secondary school. Aim is to point out the core curriculum to become a specialist teacher of PE in the Italian primary school. It is a mapping activity providing a comparative data from all 38 Italian degree course in PE. It based on declared learning outcomes of four areas of knowledge: 1. sport and physical activity; 2. biological, biomedical and clinical; 3. psicopedagogical; 4. historical, legal, economic, statistical and sociological. Results shows that the percentage of degree course that curriculum focus on PES is 34%, while the percentage of curricula, focused on biological, biomedical and clinical area is 63%. It seems that, despite University aims to train professional in the field of PE, the degree courses of PE are mainly shaped to build biological, biomedical and clinical skills instead professional skills of PES. The core curriculum should be aim on the strict elements of physical training and sport sciences methodology and should have the same structure plane of subjects on all of 38 universities.

Since the ancient civilizations to the contemporary age, human movementsuch as games, gymnastic, physical education and sports, have brought outdifferent interests and values, sometimes antithetical, but which are the expressionof a protean phenomenon capable of responding to the most disparatehuman needs in different contexts; and it is precisely in relation tothe multiple contexts that distinct directions have originated different systemsand methods of physical education. During the twentieth century thescientific-cultural demands and the historical-political contingencies thatguided scholastic reforms and ministerial measures determined an evolutionof physical education which, from military education without educationalidentity, gradually and also due to the combination with moral andcivic education, has reached an autonomous disciplinary dimension in thecontents and in the learning objectives, as well as the recognition of the interdisciplinaryand transversal character for the global formation of the person.The present work, through a historical excursus and the analysis of theschool's programmatic documents as well as some specific project experiencesand the students sport games, aims to bring out the potentiality ofPhysical education and school sport to combine different training needsthrough a wide range of contents and methods.* ; Dalle civiltà antiche all'età contemporanea le attività di movimento declinatenei giochi, nella ginnastica, nell'educazione fisica e nello sport, hannofatto emergere interessi e valori diversi, talvolta antitetici, ma che sonol'espressione di un fenomeno proteiforme capace di rispondere alle più disparateesigenze umane nei diversi contesti; ed è proprio in rapporto aimolteplici contesti che si sono sviluppate direttrici distinte che hanno originatodiversi sistemi e metodi della formazione fisica dell'uomo. Nel corsodel ventesimo secolo le istanze scientifico-culturali e le contingenze storico-politiche che hanno orientato le riforme scolastiche e i provvedimentiministeriali, ...

Negli ultimi 20 anni la formazione universitaria delle Scienze motorie e sportive ha vissuto di un periodo di riforme che hanno avviato un percorso di al-lineamento del sistema universitario italiano alle politiche europee di formazione superiore. Dai vecchi ISEF, attivati con legge del 7 febbraio 1958, sono nati i Corsi di Laurea in Scienze motorie e sportive di durata quadriennale (D. Lgs. n. 178/98). A seguire, in applicazione della riforma dell'università italiana attuata con il D.M. 509 nel 1999, i corsi di laurea in Scienze motorie e sportive hanno assunto la configurazione 3+2, che prevede una laurea di I° livello, di durata triennale, ed una di II livello, specialistica, di durata biennale. In ultimo, con il D.M. 270/04 è stato attivato l'attuale quadro ordinamentale che prevede una classe di laurea di I livello aspecifica L 22 "Scienze motorie e sportive" e tre lauree magistrali così denominate: LM-67 "Scienze e tecniche delle attività motorie preventive e adattate, e LM-68 "Scienze e tecniche dello sport". LM-47 "Organizzazione e gestione dei servizi per lo sport e le attivitàmotorie". Nell'ambito di questo quadro normativo, lo scopo di questo lavoro è di duplice natura: in primis effettuare una ricognizione dello stato dell'arte, in termini di coerenza, tra le tabelle di classe degli attuali corsi di laurea L22, LM47, LM67 e LM68 e le relative e distinte implementazioni nei diversi corsi attivati negli Atenei italiani; in seconda battuta formulare indicazioni puntuali su conoscenze, competenze e abilità di base necessari per lo sviluppo di core curriculum effettivamente rispondenti alle attuali prospettive del mercato del lavoro attualmente regolamentato dal D.L. 28 Febbraio 2021, n.36

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.

Structural, organizational and normative developments in the school setting in Italy, in the last fifty years, suggest that teachers role should be considered throughout the social, cultural and scientific innovations that lead these changes. Based on this theoretical proposition, the purpose of the present study was to identify some key elements of Physical Education Teacher Training Core Curriculum in Italy. The study takes a documental-based approach to the development of teaching skills and lists action supported by Italian Ministry of Education in the last decades to foster adequate teacher training programs, with particular reference to Physical Education teacher training in the low and high school, since the earlier courses in 18th century till now. The results revealed that teacher training programs in Italy sometimes lacked of adequate methods and significant contents, so it is very important to underline the value of a new approach in teacher training that aim to ensure the acquisition of key competence, according to Recommendation of the European Parliament and to create a cooperation between University and the Italian Olympic Committee. In conclusion, a new approach in teacher training could foster a broad advance in specialization and professional development of physical education teacher, adjusting our educational path to the European best practices.

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 ...