The course aims to focus on motor activity and disability by emphasizing and deepening the importance of recreational and motor activity in public and private educational contexts for different age groups, recognizing its educational and training value for the development of intellectual potential, affective and relational of the Person.
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.
 

Motor skills and disabilities:
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 - Gymnastic  exercise and its structure - Non-coded, unusual and improvised small and big equipment (applied technique) – Educations - Educational project and its possible articulation (fundamental parts that structure it) - Learning units (fundamental parts characterizing them ) - Teaching model and structure of lesson plan - Motility and interdisciplinarity.

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

Knowledge and understanding

- Knowledge of theory, technique and didactics;
- knowledge of the main elements of motor learning;
- ability to distinguish and compare the fundamental features of the curriculum, planning and design guidelines, teaching strategies, group leadership.

Applying knowledge and understanding

- Knowledge and understanding of theories and concepts provided by the course;
- ability to propose and evaluate didactic solutions through workshops. 

Making judgements

- Ability to identify appropriate research methods in different contexts;
- ability to conceive learning units and lesson plans for different user targets;
- ability to select the most appropriate teaching strategies, evaluate events, and identify the key issues to the formative success.

Communication skills

- Know all the techniques that can enhance communicative, intellectual and learning skills;
- ability to read and interpret nonverbal communication;
- ability to analyze and evaluate researches and motor projects conducted in school environment critically , in their fundamental methodological aspects;
- ability to investigate issues related to different educational contexts (school and extracurricular) independently.

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

Lectures, use of PowerPoint. Group and individual bibliographic research, analysis of material. Discussion on specific topics, partecipated lessons with didactic exemplifications.

 

Course books

- 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.

- M.Valentini, A.Federici, La parola ai sordi, Ed. Anicia, Roma, 2019 (tot. p. 132).

Assessment

Oral examination.

The expected objectives are verified through an oral test.

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

The same given for attending students.

Course books

The same given for attending students

Assessment

The same given for attending students.

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.

Students who want to take the exam will have to register regularly (inside Esse3).