The course aims to provide students with the theoretical and practical knowledge for designing physical activity, including sports activities, and maintaining the health and autonomy of elderly people. The sports activities are considered as every physical activity which, by means of an active involvement organized or not, aim to express or improve the physical and psychological condition, the development of social relations or performance on competitions of different levels.

Prevention of chronic-degenerative diseases in elderly through structured physical exercise. Particular attention will be given to adapted physical activity for the third and fourth ages, in its various forms and components, enhancing EXPRESSIVE, RELATIONAL, LUDIC, AMATEUR AND SPORT COMMUNICATION.

The goal will be to form operators that are able to work in different environments such as nursing homes, day-care facilities, homes for the elderly, as well as community, vacation center and fitness facilities.

The course aims to promote specific goals of students through theoretical content and practical applications:

Fitness and health. Psychopedagogy of physical activity. AGING (LA PREVENZIONE ANTISENILE). Physical fitness, health and quality of life. Functional assessment, IADL, BADL, AADL. Test of assessment of motor skills and physical activity in adults. Identity and body image. Exercise intensity prescription and monitoring: - Borg Scale, training ranges of aerobic exercise intensity, training intensity and volume, VO2max. Muscular strength and endurance. Techniques and teaching of different exercises: -calisthenics with different tools. In different settings such as fitness facilities and domestic and natural environment. Optimization of exercise programs, such as preventing functional limitations and improving quality of life. Prevention of falls in the elderly, intrinsic and extrinsic factors. Balance, motor and postural patterns. Field and laboratory test (PRACTICAL EXERCISES ESERCITAZIONI). Physical activity as prevention of osteoporosis. Prevention of chronic-degenerative diseases through protocols of physical activity. Prevention and REACTIVATION in elderly that are institutionalized: occupational therapy. Negative stereotypes and physical activity, towards a theory of physical exercise for elderly. Gentle exercise, relaxation techniques, dance as a preventive physical activity. QI GONG: Methodological and technical aspects of Chinese gymnastics (Seminars). Critical analysis of the following documents: European Sport Charter (Rhodes 1992), European Sports Charter Code of Sport Ethics, fair play and sport a commitment for all. What sport activity: Indications and contraindications TO PRACTICE ALLA PRATICA. From sedentary to the first forms of guided physical activity, to sports activities, fitness and water activities for the elderly. Walking, Nordic Walking: from basic activities to performance. Guidelines; Examples of activities for everyone, from recreational, leisure, amateur, and agonistic activities (seminars with testimonials of professional and amateur sports). Athletics Master. Basic course, practical lectures, seminars. Prevention of injuries and safety of activities in different environments. First aid principles for physical activity with the elderly. EDUCATIONAL WORKSHOP LABORATORIO DIDATTTICO, working protocols, RESEARCH WORKSHOP GUIDA ALLA SPERIMENTAZIONE with the use of isotonic, cardiovascular and weight machines.

Knowledge and understanding.

- Knowledge OF DISCIPLINARY theory, techniques and teaching methodology;

- knowledge of the main elements of senescence and adapted physical activity;

- knowledge of interdisciplinary issues related to senescence and prevention of chronic-degenerative diseases by means of structured physical exercise;

- designing skills and teaching strategies for groups management and assessment.

- CAPACITÀ DI PROGETTAZIONE, STRATEGIE DIDATTICHE, PER LA CONDUZIONE DI GRUPPI, LA VERIFICA E LA VALUTAZIONE. 

Applying knowledge and understanding.

- Knowledge and understanding of the theories and concepts contemplated by the course;

- ability to propose and evaluate ORGANIZATIONAL and didactic solutions SOLUZIONI ORGANIZZATIVE E DIDATTICHE by planning lessons and physical activities in different settings;

- ABILITY TO RECOGNIZE THE FUNDAMENTAL PHASES OF DESIGN AND LEARNING UNITS IN UNUSUAL SITUATIONS;

- CAPACITÀ DI RICONOSCERE LE FASI FONDAMENTALI DELLA PROGETTAZIONE E DELLE UNITÀ DI APPRENDIMENTO IN SITUAZIONI DESUETE;

- ABILITY TO ANALYZE DIFFERENT ENVIRONMENTAL SETTINGS AND LEARN TO GRASP SPECIFIC NEEDS.

- CAPACITÀ DI ANALIZZARE CONTESTI AMBIENTALI DIVERSI E DI SAPERNE COGLIERE I BISOGNI SPECIFICI.

Making judgements.

- Ability to identify appropriate methodologies in different settings;

- ability to conceive and design learning units and planning lessons for different target users;

- ability to propose and tailor a physical activity intervention which is able to address specific issues, even for people with disabilities;

- ability to select the most appropriate teaching strategies, evaluate events and identify the relevant key issues for a successful training.

Communication skills.

- Knowing the techniques that can enhance communicative, intellectual and learning skills;

- ability to read and interpret nonverbal communication;

- ABILITY TO DEVELOP NONVERBAL COMMUNICATION SKILLS.

-CAPACITÀ DI SVILUPPARE L’ESPRESSIVITÀ CORPOREA.

Learning skills.

- Ability to critically analyze and evaluate researches (in their fundamental methodological aspects), PROGETTI MOTORI CONDOTTI in different settings;

- ability to independently investigate issues related to different socio-educational settings.

- ability to find the bibliographic sources needed, through database and specific courses, with educational and experimental aims, which could also be used for master theses;

- ABILITY TO CREATE ASSESSMENT TOOLS, COLLECT AND ANALYZE DATA;

- CAPACITÀ DI COSTRUIRE STRUMENTI DI INDAGINE, RILEVARE E ANALIZZARE DATI;

- ABILITY TO SEARCH FOR NEW EDUCATIONAL AND MOTOR RESOURCES, COLLABORATE IN THE DESIGN AND MANAGEMENT OF INTERDISCIPLINARY WORKSHOP EVENTS.

- CAPACITÀ DI RICERCARE NUOVE RISORSE EDUCATIVE-MOTORIE, COLLABORARE NELLA PROGETTAZIONE E GESTIONE DI EVENTI FORMATIVI INTERDISCIPLINARI.

Skills and design skills of physical activity protocols, physical exercise with the focus on prevention in different social and environmental settings.

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

- Seminars

- Meeting master athletes

Teaching

Lectures (on theory and practice), practical lessons, seminars.

Fitness facilities workshops with the use of isotonic, cardiovascular and weight machines.

Audio-visual material.

Attendance

The minimum mandatory attendance of theoretical- practical activities, exercitations, and seminars is 2/3.

Course books

A. Federici, F. Di Muro "Attività Motoria in Acqua. aspetti preventivi e rieducativi", Ed. Montefeltro 2009, Urbino.

A. Federici, T. Tacconi " Chinesiologia preventiva e rieducativa dell'arto superiore", Ed. Montefeltro, 2005, Urbino.

A. Federici F. Di Muro, Attività motoria nella prevenzione dell'osteoporosi, Ed. Montefeltro, 2007, Urbino.

A text can be replaced with one of the following:

A. Federici, D.Testa "L'attività motoria nelle carceri italiane" Ed. Armando 2010, Roma.

A. Federici, F. Di Muro, L'attività motoria nella prevenzione del dolore lombare, Ed. Montefeltro, Urbino 2005;

 AA.VV. home-fitness ginnastica a domicilio per la terza età, Ed Montefeltro, Urbino 2006. 

Other study material can be discussed and agreed with the lecturer.

Assessment

Tests during the course, oral presantation P.Point, creation of exercise program, research.

Oral exam.

 An interview.

The formative evaluation (which has been awarded a score of at least 18/30) can be considered, at the student's choice, valid for passing the exam. If the student chooses not to use it, she/he must support the interview.
For both tests, the evaluation criteria are as follows:

- Relevant and effective answers in relation to the contents of the program; - level of mastery of knowledge; - adequacy of disciplinary vocabulary and terminological precision; - relevant application of methodologies, techniques, tools; - articulation of the answer.

Each of the criteria is evaluated based on a judgment four-level scale, with equal importance assigned to each criterion. The final evaluation is expressed in thirtieths .

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.

Teaching

Same as attending students.

Attendance

Same as attending students.

Course books

Same as attending students.

Assessment

Same as attending students.

 An interview.

The formative evaluation (which has been awarded a score of at least 18/30) can be considered, at the student's choice, valid for passing the exam. If the student chooses not to use it, she/he must support the interview.
For both tests, the evaluation criteria are as follows:

- Relevant and effective answers in relation to the contents of the program; - level of mastery of knowledge; - adequacy of disciplinary vocabulary and terminological precision; - relevant application of methodologies, techniques, tools; - articulation of the answer.

Each of the criteria is evaluated based on a judgment four-level scale, with equal importance assigned to each criterion. The final evaluation is expressed in thirtieths .

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.