Teaching code

4S011025

Teacher

Valentina Biino

Coordinator

Valentina Biino

Credits

3

Language

Italian

Scientific Disciplinary Sector (SSD)

M-EDF/02 - SPORT SCIENCES AND METHODOLOGY

Period

1° semestre SM dal Sep 25, 2023 al Jan 12, 2024.

Location

ROVERETO

Courses Single

Authorized with reserve

Lessons timetable Moodle Seminars 0

Learning objectives

The course provides to students the fundamental concepts of games for elementary school-aged children. The expected learning outcomes are: KNOWLEDGE 1. Defining a distinction in games for children 5-7 , 8-9 and 10-11 years old. 2. Establishing a direct connession between didactic action and the own characteristics of school-aged children. 3. Distinguishing and link among them the concepts of “game”, “motor literacy”, “young sports training”. ABILITY 4. Explaining and analysing playful proposal based on an evolution, a continuity and a purpose of the game; 5. Learning to behave following developmental processes in school age distinguished in: 5.a.muscular- organic 5.b. cognitive 5.c. psychopedagogical that come from knowledge of physical, motor, cognitive, social and emotional characteristics of young and older children. 6. Defining methods of the playful-didactic action, that are: - Game facilitation - Game stabilisation - Game complication.The course provides to students the fundamental concepts of games for elementary school-aged children. The expected learning outcomes are: KNOWLEDGE 1. Defining a distinction in games for children 5-7 , 8-9 and 10-11 years old. 2. Establishing a direct connession between didactic action and the own characteristics of school-aged children. 3. Distinguishing and link among them the concepts of “game”, “motor literacy”, “young sports training”. ABILITY 4. Explaining and analysing playful proposal based on an evolution, a continuity and a purpose of the game; 5. Learning to behave following developmental processes in school age distinguished in: 5.a.muscular- organic 5.b. cognitive 5.c. psychopedagogical that come from knowledge of physical, motor, cognitive, social and emotional characteristics of young and older children. 6. Defining methods of the playful-didactic action, that are: - Game facilitation - Game stabilisation - Game complication.The course provides to students the fundamental concepts of games for elementary school-aged children. The expected learning outcomes are: KNOWLEDGE 1. Defining a distinction in games for children 5-7 , 8-9 and 10-11 years old. 2. Establishing a direct connession between didactic action and the own characteristics of school-aged children. 3. Distinguishing and link among them the concepts of “game”, “motor literacy”, “young sports training”. ABILITY 4. Explaining and analysing playful proposal based on an evolution, a continuity and a purpose of the game; 5. Learning to behave following developmental processes in school age distinguished in: 5.a.muscular- organic 5.b. cognitive 5.c. psychopedagogical that come from knowledge of physical, motor, cognitive, social and emotional characteristics of young and older children. 6. Defining methods of the playful-didactic action, that are: - Game facilitation - Game stabilisation - Game complication.

Prerequisites and basic notions

The course provides to students the fundamental concepts of games for elementary school-aged children. The expected learning outcomes are: KNOWLEDGE 1. Defining a distinction in games for children 5-7 , 8-9 and 10-11 years old. 2. Establishing a direct connession between didactic action and the own characteristics of school-aged children. 3. Distinguishing and link among them the concepts of “game”, “motor literacy”, “young sports training”. ABILITY 4. Explaining and analysing playful proposal based on an evolution, a continuity and a purpose of the game; 5. Learning to behave following developmental processes in school age distinguished in: 5.a.muscular- organic 5.b. cognitive 5.c. psychopedagogical that come from knowledge of physical, motor, cognitive, social and emotional characteristics of young and older children. 6. Defining methods of the playful-didactic action, that are: - Game facilitation - Game stabilisation - Game complication.The course provides to students the fundamental concepts of games for elementary school-aged children. The expected learning outcomes are: KNOWLEDGE 1. Defining a distinction in games for children 5-7 , 8-9 and 10-11 years old. 2. Establishing a direct connession between didactic action and the own characteristics of school-aged children. 3. Distinguishing and link among them the concepts of “game”, “motor literacy”, “young sports training”. ABILITY 4. Explaining and analysing playful proposal based on an evolution, a continuity and a purpose of the game; 5. Learning to behave following developmental processes in school age distinguished in: 5.a.muscular- organic 5.b. cognitive 5.c. psychopedagogical that come from knowledge of physical, motor, cognitive, social and emotional characteristics of young and older children. 6. Defining methods of the playful-didactic action, that are: - Game facilitation - Game stabilisation - Game complication.The course provides to students the fundamental concepts of games for elementary school-aged children. The expected learning outcomes are: KNOWLEDGE 1. Defining a distinction in games for children 5-7 , 8-9 and 10-11 years old. 2. Establishing a direct connession between didactic action and the own characteristics of school-aged children. 3. Distinguishing and link among them the concepts of “game”, “motor literacy”, “young sports training”. ABILITY 4. Explaining and analysing playful proposal based on an evolution, a continuity and a purpose of the game; 5. Learning to behave following developmental processes in school age distinguished in: 5.a.muscular- organic 5.b. cognitive 5.c. psychopedagogical that come from knowledge of physical, motor, cognitive, social and emotional characteristics of young and older children. 6. Defining methods of the playful-didactic action, that are: - Game facilitation - Game stabilisation - Game complication.

Program

The course programme is divided into two teaching modules:
Theoretical teaching module
Practical training module

THEORY MODULES

- Benefits of Physical activity in childhood: Physical well-being and health, cognitive functioning, effort, aerousal motivation and psychological well-being, social inclusion, according to the contemporary scientific literature
- A Statement of Physical Activity Guidelines (2019) for children from birth to 5 years and of 6-10 y.
- Motor Skills/abilities Fundamental skills (kindergarten school, primary school)
- Maturation and development. Enriching environments
- Holistic conception of child: physical efficiency, executive functions and creativity, motor coordination
- Teaching with physical activity games
- Cognitive Engagement and variability of practice
- Physical Activity Cognitively Enriched: Games that Challenge Executive Functions.

- Physical Activity Enrich: Core Executice Functions: inhibition and interference control, working memory, and cognitive flexibility (including creatively thinking)
- Methods for develop Executive Functions. Games highlighting contextual interference, games emphasizing mental control, games highlighting discovery.
- Develop of motor skills: fitness ability and Fundamental Motor Skills
- Life skills: interpersonal skills and self efficacy
- Aimes of competence for Kindergarten- Age Children
- Aims of competence for Elementary School- Age Children
- Know the Effectiveness of Teaching Methods

PRATICAL TRAINING MODULES
- 1 MODULE: Games for the development of special coordination skills: sensorial-perceptive games, lateral and dominance games, rhythm games, orienteering games, space-time structured games, games to learn the body scheme, balance, imitation and expression games.

- I “Key games”. Performance games. Warm-up games, middle phase games and high motivation final games.
- Games without the use of apparatuses
- Games with apparatuses without the use of balls.
- 2. MODULE games in the school age

- Games for children aged from 6 to 8 years-old
Individual games; Group games; Team games; Regulated games. One vs one; one vs all. Relay races.
Games with balls for children aged from 6 to 8 years-old

- Games for children aged from 8 to 10 years-old
Individual games: collaborative games; team games; regulated games. Competitions. Tournaments. Games with balls for children aged from 8 to 10 years-old.

- Game’s facilitation, stabilisation and complication.

Bibliography

Didactic methods

The course is carried out in theoretical and practical form. The lessons include interventions in the classroom and in the gym in the form of frontal teaching and workshops. The course will address the main methodological and teaching practice aspects relating to the conduct of motor activity proposals. In particular, the main theories on motor learning and the methodological/didactic approach to different movement situations will be analysed,

- Frontal lessons aimed at developing the contents of the educational program
- Practical and laboratory activities aimed at achieving the learning of:

- Subdivision of the motor education lesson: activation phase, central coordination phase, final playful phase
- Practices of the activation game, the key game, the high-motivation final game
- Examples of game facilitation, stabilization and complication
- Progression of teaching and task analysis of a fundamental motor skill.
- Examples of instructions, assistance, modeling and feedback in motor practice

Learning assessment procedures

The exam is conducted in one hour of written test (composition). The modality of verification will be a written test which includes 5 open questions and a hypothesis of lesson, that has to be presented at the moment of the exam.

Evaluation criteria

-The purposes of the test are aimed to verify the criteria used to conduct an educational and motor-specific program for the working plan of physical education.
Students will have to demonstrate to know how to plan and manage learning settings referred to every motor-specific objectives, considering the holistic approach of childern that means their cognitive, biological and psyco-social domain.
Students will have to demonstrate to know how to use a specifica and scientific language.

Criteria for the composition of the final grade

Six points for each question; one point for the lesson proposal.

Exam language

italiano