Understand how postural activity is complementary to dynamic activity in any gesture, exercise or behavior

Know how to intervene on the postural component of movement

Knowing how to choose the most suitable techniques for modifying postural behavior when the need arises

Neurophysiology of postural behavior

The postural balance

The postural component in specific treatments for

• The upper limb
• The lower limb
• The vertebral column

The postural component in normal training programs

At the end of the course the student must demonstrate that he has acquired:

Knowledge and understanding: Knowledge of motor activity methodologies, techniques and didactics for school and leisure.

Applied knowledge and understanding: Ability to choose an educational path based on the established objectives, the context in which one operates and the age of the subjects to whom one is addressing.

Making judgements: Knowing how to design and program an educational path by dividing it into individual teaching units and individual lessons

Communication skills: During the presentation phase, the student is required to demonstrate the correctness of the specific language and multimedia presentation methods

Ability to learn: Through the previous components, the student is called to highlight his autonomously developed acquisition and connection skills

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

Frontal lessons.

Exercises in small groups and discussion.

Course books

Handouts and teaching material shared during the lessons.

Reference bibliography for each topic indicated in the handouts.

Assessment

There is no final exam, but only the participation in the lessons.

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.