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 focuses on play, motor activity and disability, and also aims at providing an advanced theoretical understanding of motor themes linked to other areas, such as personality, school and the teacher’s role in the building up and development of identity, of the acquisition of autonomy and of pupils’ skills also assisted by play workshop didactics to enhance the active dimension of learning. The course enhances the teacher-instructor-entertainer-facilitator’s role, which represents a key figure responsible of a gym as a relationship-building environment where play and animation also contribute to the growth of the pupil-person. Study in depth the culture of movement, the building up of  a subject in developmental age through interdisciplinary experiences regarding self and others, things, the environment for an inclusive movement pedagogy. of attention through cognitive, social, emotional experiences in relationship to self and to others and to the environment.

Gross motor activity for special needs individuals:

- Play history

- Videogames: game play in the 3rd millennia

- Play right and System

- Game and Animation

- Game and social activities: scientifical reports and Review

- Motor activity and disability

·  Environmental education and motor activity during developmental age

- outdoor motor activity education

- Outdoor Methodological and prospective analysis – focused on research protocols

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.

(Knowledge and understanding).

- Knowledge of game and animation theories ,

- knowledge of the main elements of motor activity and disability;

- ability to distinguish and compare the fundamental features of, planning learning units for different skills and in different environments;

- ability to analyze scientifical reports and reviews

(Applying knowledge and understanding).

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

- ability to propose and evaluate didactic solutions through workshops, motor activity in natural environment also in collaboration with the extra school;

- ability to recognize the fundamental phases of projecting and the learning units for different skills and different environments;

- ability to analyze scientific reports  and reviews

(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 know how to make research hypotheses to deal with motor and /or educational issues in different environments;

- 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 use different bibliographic material, databases for  further investigations;

Learning skills

- ability to analyze and evaluate researches and motor projects conducted in school environment critically , in their fundamental methodological aspects in different environments;

- ability to investigate issues related to different educational contexts (school and extracurricular) independently;

- ability to obtain bibliographic sources through databases and specific courses, organized by (the University’s) CISDEL, in order to develop educational, experimental research also aimed at graduate theses;

- ability to build observation, survey and analysis tools;

- ability to research new educational-didactic-motor resources, collaborate in the design and management of formative projects.

- ability to join theory and practice: knowledge (theorical lectures) and skills (practical laboratories), which joined together become 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

Make arrangements with the teacher.

Teaching

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

Innovative teaching methods

Debate (dibattito)

    Debate: come adottare il dibattito regolamentato in Università

    Problem-based learning (apprendimento per risoluzione di problemi)

    Problem-based learning. Per un apprendimento basato sui problemi in piccoli gruppi

    Flipped classroom (classe capovolta)

    Flipped Learning. L’apprendimento capovolto nell’insegnamento accademico

    Learning by doing (Simulazione di scenari, ecc.)

    Learning by doing

Attendance

To fully achieve the educational objectives of the course, attendance at lectures is highly recommended, although not mandatory. Male and female students are considered 'attending' when they reach at least 50% of the number of hours required for the course".

    "Minimum mandatory attendance: 2/3 of total practice lessons. As to the practical activities attendance is intended as the active participation to the lesson."

Course books

    - M. Valentini, C. Tonini Cardinali, Gioco, attività motoria, disabilità. Per una pedagogia del movimento, Edizione Anicia, Roma, 2021 (tot. pagine 445).

    - M. Valentini, P. Donatiello, Educazione ambientale e motoria in età evolutiva. Per una pedagogia del movimento in natura, Ed. Anicia, Roma, 2019 (tot. p. 180).

Assessment

    The aims of the course are assessed by two types of tests:

    1. A summarized technical-practical assessment of the practical workshop with evaluated with a mark fail, pass, merit, distinction:

    a)   the student’s attendance during  the term (effort, participation, collaboration with teacher and fellow students, organizational, logistic and creative skills, etc.)

    b)   the final practical assessment (detailed information will be given during the practical lessons). Students who do not have the practical assessment prior to taking the examination must contact the teacher by email: valeria.bin@uniurb.it

    2. An interview.

For the oral examination the following criteria will be used:

    - 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, one week before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

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.

Attendance

    To fully achieve the educational objectives of the course, attendance at lectures is highly recommended, although not mandatory. Male and female students are considered 'attending' when they reach at least 50% of the number of hours required for the course".

Course books

    - M. Valentini, C. Tonini Cardinali, Gioco, attività motoria, disabilità. Per una pedagogia del movimento, Edizione Anicia, Roma, 2021 (tot. pagine 445).

    - M. Valentini, P. Donatiello, Educazione ambientale e motoria in età evolutiva. Per una pedagogia del movimento in natura, Ed. Anicia, Roma, 2019 (tot. p. 180).

Assessment

    The aims of the course are assessed by two types of tests:

    1. A summarized technical-practical assessment of the practical workshop with evaluated with a mark fail, pass, merit, distinction:

    a)   the student’s attendance during  the term (effort, participation, collaboration with teacher and fellow students, organizational, logistic and creative skills, etc.)

    b)   the final practical assessment (detailed information will be given during the practical lessons). Students who do not have the practical assessment prior to taking the examination must contact the teacher by emai: valeria.bin@uniurb.it

    2. An interview.

    For the oral examination the following criteria will be used:

    - 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.