The course aims to achieve an aquatic education. Therefore, keeping in mind the training objectives to be pursued in relation to all areas of the personality, it will tend primarily to promote: the enrichment and improvement of the motor patterns essential for the control of the body and the organization of movements (detailed study of special or functional prerequisites), and the achievement of the widest possible motor base (concept of multilaterality). Hence, the ability to transmit knowledge through a specific swimming language and propose preparatory exercises for achieving good swimming technique.

1- First part: This first part includes the technical-didactic study of the swimming styles (freestyle, backstroke, breaststroke, dolphin) as well as the technical-didactic analysis of the related starts and turns. Furthermore, within the framework of a broad basic aquatic training intended as the largest container of movements. During the lessons, we will also examine the training techniques applied to swimming disciplines. The course will be integrated with practical exercises divided into initial and advanced phases.

2- Second part: The second part highlights how the increase in motor activities and their refinement constitute essential aspects of the development of the child's personality. The general teaching lines regarding the disciplines of water polo, lifesaving, artistic swimming and diving will be covered.

- (knowledge and understanding): The student must be able to understand the specific terminology of aquatic disciplines, to understand the fundamental differences in the phases of motor development and to understand the specificity of aquatic motor patterns.

- (applying knowledge and understanding): Furthermore, they must be able to apply this knowledge in the practical field by designing motor proposals taking into account the age of the subject being referred to, the characteristics of what needs to be learned and the specific situations in which a specific motor task must be proposed.

- (making judgements) The student must be able to propose and apply working methodologies in an autonomous and original way.

- (communication skills): The student must have the ability to communicate their knowledge in the aquatic field correctly and specifically.

- (learning skills). They must be able to find information and knowledge independently using classroom experiences and publications relating to the discipline.

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. 

Innovative teaching methods

• frontal lessons;
• debate on the topics;
• simulations of scenarios that can occur in the tank.
• Flipped classroom

Attendance

Attendance at lessons is strongly recommended.

Course books

Garozzo C., Randetti R. : "Lo sviluppo della competenza acquatica" - Vita e Pensiero. Trattati e Manuali Scienze Motorie. 

Bovi G., Bovi F.: "Educazione acquatica: tutti i colori di una fantastica avventura per l'infanzia -" Calzetti Mariucci Editore Perugia 2014.

Bovi G., Bovi F.: "Fanciulli in gioco. Quale attività acquatica per l'infanzia?"-Calzetti Mariucci Editore Perugia 2022.

Assessment

Oral interview: for the oral interview the evaluation criteria are the following:

Relevance and effectiveness of the answers in relation to the contents of the program; level of knowledge mastery; adequacy of disciplinary vocabulary and terminological precision; relevance in the application of technical methodologies, teaching aids; degree of articulation of the response.

Each of the criteria is assessed on the basis of a four-level scale of values/judgments with equal weight 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

Frontal lessons. 

Attendance

Attendance at lessons is strongly recommended.

Course books

Garozzo C., Randetti R. : "Lo sviluppo della competenza acquatica" - Vita e Pensiero. Trattati e Manuali Scienze Motorie. 

Bovi G., Bovi F.: "Educazione acquatica: tutti i colori di una fantastica avventura per l'infanzia -" Calzetti Mariucci Editore Perugia 2014.

Bovi G., Bovi F.: "Fanciulli in gioco. Quale attività acquatica per l'infanzia?"-Calzetti Mariucci Editore Perugia 2022.

Assessment

Oral interview: for the oral interview the evaluation criteria are the following:

Relevance and effectiveness of the answers in relation to the contents of the program; level of knowledge mastery; adequacy of disciplinary vocabulary and terminological precision; relevance in the application of technical methodologies, teaching aids; degree of articulation of the response.

Each of the criteria is assessed on the basis of a four-level scale of values/judgments with equal weight 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.