GENERAL PEDAGOGY AND MOTOR DEVELOPMENT

Module RECREATIONAL-MOTOR ACTIVITY FOR THE DEVELOPMENTAL AGE

At the end of the course, the student will be able to acquire in-depth knowledge of the principles governing motor learning and the planning of playful motor activities during developmental age, with particular reference to the theories underlying basic motor patterns, motor skills and abilities, feedback, and attention. The student will also understand the principles governing the assessment of motor performance during developmental age, the design of motor circuits aimed at developing motor skills and abilities, and the creation of structured learning units.

The student will be able to apply the theoretical knowledge acquired in real-life contexts by analysing and designing game- and sport-based activities, taking into account the different characteristics of learners according to age groups, through practical exercises and simulations of playful motor circuits. The student will develop and implement practical solutions in relation to the different motor skills and competencies to be stimulated in learners, while considering the typical variables of developmental age.

The student will be able to communicate clearly and effectively, using appropriate educational and scientific terminology, both in academic settings and in operational contexts involving learners in developmental age.

Motor skills, abilities, and competencies, with a focus on coordinative and conditional abilities.

Motor learning, basic motor patterns, stages of motor development, BES and DSA.

Tests for the assessment of gross motor development.

Oseretzky-Guilmain Test, Eurofit, and motor efficiency tests.

Educational planning of motor activities by age group.

Legislation regulating the introduction of physical education teaching in primary schools.

Organization of the school institution and fundamental documents of the Italian school system.

Simulations of weekly and bimonthly learning unit planning.

Richard A. Schmidt, Timothy D. Lee, Apprendimento motorio e prestazione dai principi all’applicazione

Fail

Knowledge and understanding of the topics:

The student shows significant gaps and inaccuracies in the knowledge of the fundamental concepts of the course, such as motor abilities, motor skills and motor competencies, basic motor patterns, psychomotor development, motor learning and motor assessment.

Analytical and synthesis skills:

The student shows difficulty in connecting the topics to one another and in understanding the relationship between motor development, assessment and educational planning. The presentation is fragmented, generic or not very coherent.

Use of theoretical, methodological and regulatory references:

The student uses, in an inappropriate way or not at all, references related to motor tests, educational planning, and the legislation concerning physical education in the Italian school system.

18–20

Knowledge and understanding of the topics:

The student has a very limited knowledge of the main course contents, with evident inaccuracies in the definition of coordinative and conditional abilities, motor skills, basic motor patterns, stages of motor development and special educational needs.

Analytical and synthesis skills:

The student is able to present the topics in a barely sufficient way, but with limited connections between theory, assessment and teaching practice. The planning of motor activities or learning units is simple and not very well structured.

Use of theoretical, methodological and regulatory references:

The student uses essential but barely appropriate references, with a superficial knowledge of the main motor assessment tests, school legislation and educational planning tools.

21–23

Knowledge and understanding of the topics:

The student demonstrates a slightly more than sufficient knowledge of the course contents. The student recognizes the main concepts related to motor learning, psychomotor development, basic motor patterns and the assessment of gross motor skills.

Analytical and synthesis skills:

The student shows fair analytical and synthesis skills. The student is able to argue in a generally logical and coherent way, connecting theoretical aspects to motor activities for different age groups and to educational planning.

Use of theoretical, methodological and regulatory references:

The student uses standard references related to the main motor tests, such as TGMD-3, Oseretzky-Guilmain, Eurofit and motor efficiency tests, and demonstrates a general knowledge of legislation and the fundamental documents of the school system.

24–26

Knowledge and understanding of the topics:

The student demonstrates a good knowledge of the course contents, correctly distinguishing between motor abilities, motor skills and motor competencies, coordinative and conditional abilities, stages of psychomotor development and the main methods of motor assessment.

Analytical and synthesis skills:

The student has good analytical and synthesis skills. The topics are presented coherently, and the student is able to apply theoretical knowledge to the planning of motor activities appropriate to the pupils’ age, needs and educational objectives.

Use of theoretical, methodological and regulatory references:

The student correctly uses standard references related to motor learning, tests for the assessment of gross motor development, age-based planning, legislation on physical education in primary school and the documents of the Italian school system.

27–29

Knowledge and understanding of the topics:

The student demonstrates a very good and well-structured knowledge of the course contents. The student is able to describe and accurately connect the concepts of psychomotor development, motor learning, basic motor patterns, SEN, SLD, motor assessment and educational planning.

Analytical and synthesis skills:

The student has strong analytical and synthesis skills. The student is able to compare approaches, tools and methodologies, interpret the results of motor tests, and design learning units that are coherent in terms of objectives, activities, methodologies, inclusion and assessment.

Use of theoretical, methodological and regulatory references:

The student demonstrates further study of the topics, using theoretical references, motor assessment tools, regulatory guidelines and fundamental school documents appropriately.

30–30 with honors

Knowledge and understanding of the topics:

The student demonstrates excellent, complete and in-depth knowledge of all course topics. The student masters the concepts related to motor abilities, motor skills and motor competencies, psychomotor development, motor learning, motor assessment, educational planning, inclusion and school legislation.

Analytical and synthesis skills:

The student shows excellent analytical, synthesis and critical thinking skills. The student is able to independently connect theory and practice, interpret assessment tools such as TGMD-3, Oseretzky-Guilmain and Eurofit, and design complete, coherent, inclusive weekly and two-month learning units appropriate for different age groups.

Use of theoretical, methodological and regulatory references:

The student uses broad, relevant and in-depth references, integrating theoretical, methodological, assessment, regulatory and organizational aspects of primary school. The student demonstrates full command of the specific language of the discipline and the ability to apply it in real teaching contexts.

How is the TGMD-3 used?

How is the learning of motor skills assessed?

What are the basic motor patterns, and what is the difference between motor skills and motor abilities?

Describe the stages of psychomotor development.

How is a learning unit created?