The aim of the course will be to provide the student with in-depth and advanced scientific, theoretical and technical-operational knowledge of motor activity for the maintenance of self-sufficiency, autonomy of the elderly person, improvement of the quality of life, prevention through structured physical exercise for motor disabilities, for diseases linked to senescence and hypokinesia, for motor and functional re-education. Particular attention will be dedicated to preventive and adapted physical activity in its various forms, also enhancing expressive and relational communication for the acquisition of correct lifestyles. The objective will therefore be to train an operator capable of planning, conducting and managing individual and group physical activities in different environments as well as gyms, health gyms, rest homes, daytime social centres, swimming pools, motor re-education centres, natural environment , prisons and home interventions, home fitness.

The course aims to promote specific objectives in the student through theoretical contents and practical applications:

Identity and body image. The canons of male and female body beauty; Social stereotypes; Health, well-being and quality of life; Physical efficiency and autonomy of the elderly person; Psychopedagogy of motor activity adapted to senile age. Antisenile prevention. Assessment of functional level, IADL, BADL, AADL. Assessment test of motor skills and physical activity in adults. Field test to measure the intensity of physical exercise: - Borg scale, aerobic training zone, intensity and workload, VO2 Max. Muscular strength and endurance. Resistance training technique. Teaching and methodology of the exercises: - free-body, with the use of small, large, codified and makeshift tools. At home, in the gym, in a natural environment. Optimized forms of physical exercises, such as prevention of functional limitations and improvement of quality of life. Prevention of falls in the elderly Intrinsic and extrinsic factors. Balance, motor and postural patterns. Virtual reality for the improvement of the coordination and functional capacities of the upper limb. Physical activity as prevention of osteoporosis. Prevention of chronic degenerative diseases through motor activity protocols. Home Fitness technique and teaching, design of synoptic tables. Prevention and reactivation in the institutionalized elderly: occupational therapy. Negative stereotypes and physical activity, towards a theory of physical exercise in old age. Gentle gymnastics, relaxation techniques, dance as a preventive motor activity. Health, Metabolic Fitness and Home Fitness Gyms; Critical analysis of the following documents: Code of Sports Ethics, fair play and sport, a commitment for all. Which sport activity: Indications and contraindications to practice. From a sedentary lifestyle to the first forms of guided physical activity, to fitness sports and water activities for the elderly. Walking, Nordic Walking: from basic activity to performance. Guidelines; examples of activities for everyone, from recreational, free time, amateur to competitive activities (travelling seminars with testimonials from competitive and amateur sports practice). Sport Master, history and example of Giuseppe Ottaviani, world champion in athletics; Prevention of accidents and safety of activities in different environments. Elements of first aid for motor activity with the elderly. Educational laboratory, exercises, work protocols, guide to experimentation with the use of isotonic and cardiovascular machines and weights.

There are no prerequisites, however it is desirable to effectively deal with the contents of the course, to have basic theoretical-practical knowledge related to the elderly in one's training path.

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.

Innovative teaching methods

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 text can be replaced with one of the following:

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

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.