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Teaching Methods for Physical Activities
REGGIO DI CALABRIA
Overview
Date/time interval
Syllabus
Course Objectives
Upon completion of the course, students will have acquired knowledge and understanding.
Module I:
Expected Learning Outcomes
The expected learning outcomes are defined according to the European parameters described by the five Dublin descriptors.
1. Knowledge and understanding of:
a) Basic concepts of physical education;
b) Basic concepts of physical activity and sports;
c) Evolution of the concept of sport in the light of education;
d) Practical implications of the connection between physical activity and the educational context.
2. Ability to apply knowledge and understanding
The course in Methods and Techniques of Physical Activity and Sports aims to provide adequate and methodologically sound knowledge of basic research in relation to ongoing training on topics related to educational sport in the school context. Students will be encouraged to apply the knowledge acquired in the educational context.
3. Independent Judgment
Students will be able to plan personalized physical activity and sports activities, structuring appropriate practical activities to manage difficult situations related to the abandonment of physical activity.
4. Communication Skills
Students will be able to use technical terms appropriate to the world of school and sports. They will learn the specialized language of the relevant sectors and will be encouraged to demonstrate specific attention to different communication channels.
5. Learning Ability
Students will be able to independently explore the main scientific and methodological issues related to sport. They will be able to apply learned methods and tools and expand their knowledge based on advances in physical education. They will develop critical thinking skills in addressing the course topics.
Module II:
The expected learning outcomes are defined according to the European parameters described by the five Dublin descriptors.
1. Knowledge and understanding of:
a) classification of developmental age and the main developmental stages (from early childhood to adolescence), with reference to the stages of motor development
b) relationship between biological maturation, development of motor skills (conditional and coordinative), and learning of motor skills in preschool and school age
c) objectives of physical activity in developmental age (educational, formative, and preventive) and methodological principles for designing activities appropriate for different age groups
d) teaching approaches in developmental age, with particular attention to playful and creative approaches
2. Ability to apply knowledge and understanding
The student will be able to design and structure motor activities in preschool and school age consistent with developmental characteristics, defining objectives, content, and teaching progressions. Students will also be able to select and adapt recreational and sports exercises for children and adolescents, translating methodological principles into practical proposals applicable to physical education and motor sciences.
3. Independent Judgment
Students will be able to critically evaluate the appropriateness of activities and exercises based on their age, level of motor development, and educational/preventive objectives. They will be able to justify teaching and methodological choices, recognizing the strengths and weaknesses of the proposals and identifying possible adaptations to improve safety, effectiveness, and participation.
4. Communication Skills
Students will be able to use appropriate technical and scientific language to describe developmental stages, objectives, methods, and content of physical activity in developmental age. They will also be able to clearly communicate instructions for recreational and sports motor activities, including presentations and feedback on laboratory projects.
5. Learning Skills
Students will develop the ability to independently explore topics related to motor development and learning in childhood, integrating theoretical content with practical applications. They will be able to critically review what they have learned and update their knowledge and design tools based on evidence and methodological guidelines relevant to motor interventions with children and adolescents.
Course Prerequisites
None
Teaching Methods
Teaching activities will be conducted using a dialogic and interactive approach aimed at promoting student critical reflection. Classroom lectures and practical group exercises will be conducted with the aid of PowerPoint presentations, which can be provided to students at the end of the course. Therefore, the course (9 credits for Module I and 6 credits for Module II) adopts a mixed and integrated methodology, aimed at transforming theoretical knowledge into operational professional skills. The teaching will be divided as follows: Classroom lectures 50% (acquisition of epistemological and methodological foundations), gym workshops 30% (practical and technical experimentation), and Seminars/Project Work 20% (in-depth study and independent planning).
Assessment Methods
The assessment of skills will be conducted through a written exam consisting of a 20-item multiple-choice test lasting 20 minutes, plus two open-ended questions for a total of 50 minutes. This exam will assess knowledge of the course content and the ability to apply this knowledge in a teaching context, the ability to reflect independently, and knowledge of appropriate language for the specific subject matter. Grades will be expressed in thirtieths and will range from 18/30 to 30/30 with honors, depending on the level of proficiency demonstrated in the exam. An exam demonstrating a thorough, comprehensive, and timely knowledge of the course content and mastery of scientific language will be considered excellent. A test demonstrating an overall adequate knowledge of the course content or a predominantly rote understanding, along with the appropriate use of scientific language, will be considered fair. A test demonstrating a limited and superficial knowledge of the course content and the approximate use of scientific language will be considered sufficient. A test which shows difficulty in orienting oneself among the contents of the course, the presence of gaps in training and the inappropriate use of scientific language will be considered insufficient.
Texts
· Casolo, F. (2020). L’uomo e il movimento. Lineamenti di Teoria e di Metodologia. Milano: Vita e Pensiero
· Richard A. Schmidt - Timothy D. Lee, (2023), Apprendimento motorio e prestazione Calzetti & Mariucci.
· Weineck J, L’allenamento Ottimale (2023), Calzetti & Mariucci
- Lo Presti F., Priore A.(2022). La formazione del sé corporeo. Genesi socio-culturale e percorrenze educative. Lecce: Pensa Multimedia.
Contents
Module I: Methods and Teaching of Physical Activity and Sports
The course aims to provide students with the theoretical, technical, and methodological foundations necessary to understand and apply the principles of methodology and teaching of physical activity in various educational, sporting, and recreational contexts. The course explores in-depth study of movement types, motor control and learning mechanisms, and motor skills, with particular emphasis on fundamental human movements and their teaching methods. Furthermore, the course analyzes the relationship between body, movement, emotion, and cognition, focusing on the main psychopedagogical models. The course provides the theoretical and methodological foundations of physical activity training, introducing the fundamental principles of exercise planning, adaptation to training stimuli, and functional assessment, with particular attention to teaching strategies in the school context. Students will acquire knowledge related to monitoring physical activity and assessing the effects of exercise, with a view to ensuring the safety, effectiveness, and individualization of the intervention. This course is a fundamental part of the Physical Education curriculum, laying the foundation for subsequent courses in the technical, educational, sports, and adapted fields.
Module II: Theory and Methodology of Motor Activities in Developmental Age
The Theory and Methodology of Motor Activities in Developmental Age course aims to provide students with the theoretical, methodological, and applied foundations necessary to understand motor development and learning processes throughout life, with particular emphasis on preschool and school age. The course explores the stages of motor development, the relationship between maturation, motor skills, and skill learning, and the adaptation mechanisms typical of the stages of human development. The principles of human movement, training methods, and teaching strategies will be covered, as well as the main developmental stages of motor skills and tools for teaching and promoting physical activity in children and adolescents.
More information
None