Corporeity plays a vital role in learning and socialization processes and  in the development  of personality through self-knowledge and awareness of one’s own potentialities. The starting point of the action of motor activity is education through movement as recognised in its fundamental components:bodily, expressive, communicative, relational and operative as functions of a person’s psychophysical development and  consolidating correct and healthy life-styles. The course aims at analyzing motor themes linked to other areas of personality, to school and to the teacher’s role in the building up and development of identity, of the acquisition of autonomy and of pupils’ skills also assisted by workshop didactics to enhance the active dimension of learning. Study in depth the culture of movement with the building up of the person as the centre of attention through cognitive, social, emotional experiences in relationship to self and to others and to the environment.

Introduction to the subject – Gymnastic terminology – Basic motor patterns  - Lateralization - Corporal patterns and stages - Coordinating skills - Condition skills -Characteristics of motor learning in child development - Psycho-social development - Role of motor activity in process of growth - Auxology and its stages - Motility and school learning - From Programmes to Guidelines - Gymnastic  exercise and its structure - Non-coded, unusual and improvised small and big equipment (applied technique) – Educations - Motor Tests - Educational project and its possible articulation (fundamental parts that structure it) - Teaching units - Learning units (fundamental parts characterizing them ) - Teaching model and structure of lesson plan - Motility and interdisciplinarity - Play (definition and concept) - The studio and motor – Play workshop - Legislative guidelines - Education research in school (executive plan).

Supplementary 2-hour lesson by Prof. Ario Federici on Respect for rules and fair play.

Regarding the subject in hand  the student must show they have:

- acquired the basic theoretical and technical knowledge taught;

- understood advanced concepts: hypotheses, teaching  formulations;

- the ability to use their knowledge and concepts in order to autonomously work out problems through planning and applying teaching sequences.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Teaching

Formal lessons, analysis of reference material, use of Powerpoint.

Course books

- M.Valentini, G.Santi, Esprimi-Amo le Emo-Azioni. Atelier Ludico-Motorio nella Scuola dell'Infanzia. Progetto di ricerca, Margiacchi-Galeno Editrice, Perugia, 2007 (tot. p. 249).
- A.Federici, M.Valentini, C.Tonini Cardinali, Il corpo educante, Aracne Editrice, Roma, 2008
(tot. p. 445). From p.136 to Conclusion, study,  through teaching examples given, of  the basic structure of the Projects and relative Learning Units.

Assessment

Open written test and oral examination.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.