The course aims to focus on motor activity and disability by emphasizing and deepening the importance of recreational and motor activity in different contexts for different age groups, recognizing its educational and training value for developing intellectual potential, affective and relational of the Person.
Corporeity plays a vital role in learning and socialization processes and developing personality through self-knowledge and awareness of one’s resources. The objective is to analyze the game, motor activity, and disability, focusing on its fundamental components: bodily, expressive, communicative, relational, and operative functions of a person’s psychophysical development and consolidating correct and healthy lifestyles. The course aims to analyze motor themes linked to other areas of personality, to school, and to the teacher’s role in building up and developing identity, the acquisition of autonomy, and pupils’ skills also assisted by workshop didactics to enhance the active dimension of learning. Studying in depth the culture of movement with the building up of the person as the center of attention through cognitive, social, and emotional experiences relating to self, others, and the environment is an inclusive movement pedagogy.

Motor skills and disabilities:

   *     Game History

-  Videogames: gameplay in the 3rd millennia

-  Game right and System

-  Game and Animation

-  Game and Social Activities: scientific reports and reviews

-  Motor activity and disability

*   The Drezancic method

-  History of a method

- I° II° III° IV° programme

None.

Depending on the disciplinary topics, the student will have to demonstrate:
- the basic theoretical and technical knowledge taught;
- advanced concepts: hypotheses,  didactic formulations;
- the ability to use one's knowledge and concepts to develop problems through the planning and autonomous application of teaching sequences.

Knowledge and understanding

- Knowledge of game theory and social activities;
- knowledge of the main elements of movement and motor activity for disability;
- ability to distinguish and compare the fundamental features of the curriculum, project guidelines, teaching strategies, and group leadership.

Apply knowledge and understanding

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

Making judgments

- Ability to identify appropriate research methods in different contexts;
- the ability to plan didactic units and didactic plans for different target users;
- ability to select the most appropriate teaching strategies: evaluate events and identify key issues for educational success.

Communication skills

- Know all the techniques that can enhance communication, intellectual, and learning skills;
- the ability to read and interpret non-verbal communication;

- the ability to develop body expression.

Learning ability

- Ability to critically analyze and evaluate motor research and projects conducted in schools, in their fundamental methodological aspects;
- ability to autonomously investigate problems related to different educational contexts (academic and extracurricular).

The ability to search for new educational and teaching resources and also use other languages (video games).
 

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

Monothematic seminars entitled:

1) Motor activity in a natural environment

2) Fair Play, ethics, sporting loyalty

held by Prof. Ario Federici

Teaching

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

Monothematic seminars are also synchronous, held by professionals (teachers, educators, support teachers, and instructors) with final feedback shared in a small group work conducted by the teacher in the classroom. 

Innovative teaching methods

Attendance

The course does not require compulsory attendance.

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, 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, and tools; - articulation of the answer.

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

Non-attending students will be able to consult the didactic material uploaded on Moodle blended.uniurb.it through which it will be possible to further study the volumes indicated in the “Study Texts” section, articles with the keywords of the discipline.

Attendance

The course does not require compulsory attendance.

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, 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, and tools; - articulation of the answer.

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.