Didactics of Human Movement
A.Y. 2026/2027
Learning objectives
The course provides theoretical-practical knowledge in didactics as a science of everything that transforms teaching into learning. The course transmits and explores knowledge of effective teaching strategies in relation to specific objectives for teaching physical activity and educational practice.
Expected learning outcomes
Students will acquire theoretical-practical knowledge that can foster motor learning in the didactics of human movement (education, presports, health and wellness, recreation-expression), for different age groups, motor conditions (typical and atypical), and settings (school, sports clubs, church groups, recreation centers).
Lesson period: Activity scheduled over several sessions (see Course syllabus and organization section for more detailed information).
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course can be attended as a single course.
Course syllabus and organization
Group 1
Responsible
Lesson period
year
Course syllabus
The course covers the following topics, developed through the progressive integration of theoretical knowledge and practical applications:
1. Foundations of human movement teaching
Educational aims of human movement activity. Relationship between declarative and procedural knowledge. Observation, design, delivery, and evaluation of human movement activities. Relationship between task, participant, and context.
2. Body schema and sensory-perceptual processes
Construction and development of body schema. Role of sensory analysers in motor control. Body perception and awareness.
3. Posture, balance, and relaxation
Static and dynamic balance. Postural control. Whole-body and segmental relaxation. Design of activities for the perception and control of muscle tone.
4. Motor coordination
Fundamental movement patterns, motor skills, and dexterity. Eye-limb and intersegmental coordination. Variability and combination of motor actions.
5. Spatial organisation and laterality
Perception and use of space. Spatial orientation. Laterality and lateral dominance. Relationships among the body, objects, the environment, and other participants.
6. Temporal organisation and rhythm
Perception and structuring of time. Sequence, duration, speed, and rhythm. Spatiotemporal coordination and adaptation of movement to external stimuli.
7. Psychomotor behaviours
Relationships between motor development and affective, cognitive, and social dimensions. Behavioural self-regulation. Education through movement.
8. Teaching methods
Reproduction- and production-based teaching styles. Prescriptive and heuristic approaches. Principles of linear and nonlinear pedagogy. Selection of teaching styles according to objectives and participant characteristics.
9. Organisation of motor practice
Individual, pair, and group activities. Circuits, stations, obstacle courses, and problem-solving situations. Management of space, time, equipment, and groups.
10. Teaching design
Definition of objectives. Selection and organisation of content. Design of exercises, sequences, and teaching progressions. Principles of gradual progression, variability, and motor-task adaptation.
11. Laboratory activities
Design, experimentation, and delivery of motor activities using bodyweight exercises and small and large apparatus. Peer observation, feedback, and reflection on the activities undertaken.
1. Foundations of human movement teaching
Educational aims of human movement activity. Relationship between declarative and procedural knowledge. Observation, design, delivery, and evaluation of human movement activities. Relationship between task, participant, and context.
2. Body schema and sensory-perceptual processes
Construction and development of body schema. Role of sensory analysers in motor control. Body perception and awareness.
3. Posture, balance, and relaxation
Static and dynamic balance. Postural control. Whole-body and segmental relaxation. Design of activities for the perception and control of muscle tone.
4. Motor coordination
Fundamental movement patterns, motor skills, and dexterity. Eye-limb and intersegmental coordination. Variability and combination of motor actions.
5. Spatial organisation and laterality
Perception and use of space. Spatial orientation. Laterality and lateral dominance. Relationships among the body, objects, the environment, and other participants.
6. Temporal organisation and rhythm
Perception and structuring of time. Sequence, duration, speed, and rhythm. Spatiotemporal coordination and adaptation of movement to external stimuli.
7. Psychomotor behaviours
Relationships between motor development and affective, cognitive, and social dimensions. Behavioural self-regulation. Education through movement.
8. Teaching methods
Reproduction- and production-based teaching styles. Prescriptive and heuristic approaches. Principles of linear and nonlinear pedagogy. Selection of teaching styles according to objectives and participant characteristics.
9. Organisation of motor practice
Individual, pair, and group activities. Circuits, stations, obstacle courses, and problem-solving situations. Management of space, time, equipment, and groups.
10. Teaching design
Definition of objectives. Selection and organisation of content. Design of exercises, sequences, and teaching progressions. Principles of gradual progression, variability, and motor-task adaptation.
11. Laboratory activities
Design, experimentation, and delivery of motor activities using bodyweight exercises and small and large apparatus. Peer observation, feedback, and reflection on the activities undertaken.
Prerequisites for admission
A sound knowledge of the fundamentals of Human Movement Theory and Methodology and the Foundations of Physical Education is required to engage effectively with the course content.
Teaching methods
The course combines content delivery and interactive teaching through:
· interactive theoretical lectures introducing and discussing the conceptual and methodological foundations;
· practical laboratory sessions in the gym, aimed at applying knowledge and experimenting with exercise activities;
· individual and small-group exercises to design activities, sequences, and teaching progressions;
· cooperative-learning activities in which students design, deliver, and discuss the activities they have developed;
· observation and analysis of peer-led activities;
· discussion and feedback sessions guided by the lecturer.
Laboratory activities are organised according to an approach that integrates "doing" and "knowing". Practical experiences are accompanied by reflection-on-action and reflection-in-action, aimed at developing students' ability to justify teaching choices, interpret participants' responses, and modify activities in light of the observed outcomes.
Theoretical lessons primarily support the acquisition of knowledge and analytical skills; laboratory activities enable students to develop and demonstrate their ability to apply, design, deliver, adapt, and communicate.
Up to 10% of the course hours may be delivered remotely, synchronously or asynchronously, through content-delivery or interactive activities.
Attendance is compulsory in accordance with the Degree Programme Regulations.
· interactive theoretical lectures introducing and discussing the conceptual and methodological foundations;
· practical laboratory sessions in the gym, aimed at applying knowledge and experimenting with exercise activities;
· individual and small-group exercises to design activities, sequences, and teaching progressions;
· cooperative-learning activities in which students design, deliver, and discuss the activities they have developed;
· observation and analysis of peer-led activities;
· discussion and feedback sessions guided by the lecturer.
Laboratory activities are organised according to an approach that integrates "doing" and "knowing". Practical experiences are accompanied by reflection-on-action and reflection-in-action, aimed at developing students' ability to justify teaching choices, interpret participants' responses, and modify activities in light of the observed outcomes.
Theoretical lessons primarily support the acquisition of knowledge and analytical skills; laboratory activities enable students to develop and demonstrate their ability to apply, design, deliver, adapt, and communicate.
Up to 10% of the course hours may be delivered remotely, synchronously or asynchronously, through content-delivery or interactive activities.
Attendance is compulsory in accordance with the Degree Programme Regulations.
Teaching Resources
Required materials
Dugnani, S., Invernizzi, P.L., Longo, S., Mauro, F. (2015). Didattica del movimento umano. Volume 2: qualità utili per il controllo motorio. Milano: Carabà Universitaria.
Materials, handouts, and presentations made available by the teaching staff on the course online learning platform.
Supplementary materials
Invernizzi, P.L., Dugnani, S. (2014). Didattica del movimento umano. Volume 1: qualità utili per la salute. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L. (2014). Progettare in educazione fisica e nelle scienze motorie. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L., Mauro, F. (2018). L'educazione motoria rinnovata: suggerimenti per le buone pratiche nella scuola primaria. Milano: Carabà Universitaria.
Mantovani, B. (1991). Educazione fisica anni '90. Milano: Edi.Ermes. ISBN 978-8870510973.
Dugnani, S., Invernizzi, P.L., Longo, S., Mauro, F. (2015). Didattica del movimento umano. Volume 2: qualità utili per il controllo motorio. Milano: Carabà Universitaria.
Materials, handouts, and presentations made available by the teaching staff on the course online learning platform.
Supplementary materials
Invernizzi, P.L., Dugnani, S. (2014). Didattica del movimento umano. Volume 1: qualità utili per la salute. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L. (2014). Progettare in educazione fisica e nelle scienze motorie. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L., Mauro, F. (2018). L'educazione motoria rinnovata: suggerimenti per le buone pratiche nella scuola primaria. Milano: Carabà Universitaria.
Mantovani, B. (1991). Educazione fisica anni '90. Milano: Edi.Ermes. ISBN 978-8870510973.
Assessment methods and Criteria
The examination is designed to assess achievement of the learning outcomes through a practical laboratory assessment and a theoretical assessment.
Practical laboratory assessment
The practical assessment evaluates the ability to design, organise, and present a teaching activity or motor progression using bodyweight exercises and/or equipment.
In the assessment, students will be required to:
· define the objectives of the activity;
· select exercises consistent with the objectives;
· organise them into a well-reasoned progression;
· identify appropriate organisational methods and teaching styles;
· describe any adaptations required in relation to participant characteristics;
· use accurate technical and pedagogical terminology.
The assessment considers:
· alignment between objectives, content, and implementation methods;
· methodological soundness of the activity;
· appropriateness and gradual progression;
· ability to adapt the activities;
· ability to justify the choices made;
· clarity of presentation and appropriate use of discipline-specific terminology.
Theoretical assessment
The theoretical assessment evaluates knowledge and understanding of the course content and the ability to apply it to the analysis of teaching situations.
The assessment may consist of:
· a written test comprising closed-ended and/or short-answer questions;
· or an oral examination covering the topics in the syllabus and their application to teaching practice.
The assessment considers:
· accuracy and completeness of knowledge;
· ability to connect the different topics;
· ability to apply theoretical principles to practical situations;
· ability to reason and critically re-elaborate content;
· clarity of presentation and correct use of discipline-specific terminology.
Final grade
The final grade is awarded on a 30-point scale. To pass the examination, students must achieve a satisfactory standard in both components.
Grades are awarded according to the following general criteria:
· 18-21/30: essential knowledge and limited ability to apply it; the practical activity is overall adequate but not fully developed;
· 22-24/30: satisfactory knowledge and generally correct application of teaching principles;
· 25-27/30: sound knowledge, good analytical and design skills, and appropriate use of discipline-specific terminology;
· 28-30/30: in-depth knowledge, a strong ability to integrate theory and practice, and full autonomy in designing activities and justifying choices;
· 30/30 cum laude: outstanding performance, demonstrating complete command of the content, critical thinking, and relevant originality in developing the activity.
Practical laboratory assessment
The practical assessment evaluates the ability to design, organise, and present a teaching activity or motor progression using bodyweight exercises and/or equipment.
In the assessment, students will be required to:
· define the objectives of the activity;
· select exercises consistent with the objectives;
· organise them into a well-reasoned progression;
· identify appropriate organisational methods and teaching styles;
· describe any adaptations required in relation to participant characteristics;
· use accurate technical and pedagogical terminology.
The assessment considers:
· alignment between objectives, content, and implementation methods;
· methodological soundness of the activity;
· appropriateness and gradual progression;
· ability to adapt the activities;
· ability to justify the choices made;
· clarity of presentation and appropriate use of discipline-specific terminology.
Theoretical assessment
The theoretical assessment evaluates knowledge and understanding of the course content and the ability to apply it to the analysis of teaching situations.
The assessment may consist of:
· a written test comprising closed-ended and/or short-answer questions;
· or an oral examination covering the topics in the syllabus and their application to teaching practice.
The assessment considers:
· accuracy and completeness of knowledge;
· ability to connect the different topics;
· ability to apply theoretical principles to practical situations;
· ability to reason and critically re-elaborate content;
· clarity of presentation and correct use of discipline-specific terminology.
Final grade
The final grade is awarded on a 30-point scale. To pass the examination, students must achieve a satisfactory standard in both components.
Grades are awarded according to the following general criteria:
· 18-21/30: essential knowledge and limited ability to apply it; the practical activity is overall adequate but not fully developed;
· 22-24/30: satisfactory knowledge and generally correct application of teaching principles;
· 25-27/30: sound knowledge, good analytical and design skills, and appropriate use of discipline-specific terminology;
· 28-30/30: in-depth knowledge, a strong ability to integrate theory and practice, and full autonomy in designing activities and justifying choices;
· 30/30 cum laude: outstanding performance, demonstrating complete command of the content, critical thinking, and relevant originality in developing the activity.
M-EDF/02 - SPORT SCIENCES AND METHODOLOGY - University credits: 8
Technical-Practical Activities (ATP): 12 hours
Lessons: 42 hours
Lessons: 42 hours
Professor:
Longo Stefano
Shifts:
Turno
Professor:
Longo StefanoGroup 10
Responsible
Lesson period
year
Course syllabus
The course covers the following topics, developed through the progressive integration of theoretical knowledge and practical applications:
1. Foundations of human movement teaching
Educational aims of human movement activity. Relationship between declarative and procedural knowledge. Observation, design, delivery, and evaluation of human movement activities. Relationship between task, participant, and context.
2. Body schema and sensory-perceptual processes
Construction and development of body schema. Role of sensory analysers in motor control. Body perception and awareness.
3. Posture, balance, and relaxation
Static and dynamic balance. Postural control. Whole-body and segmental relaxation. Design of activities for the perception and control of muscle tone.
4. Motor coordination
Fundamental movement patterns, motor skills, and dexterity. Eye-limb and intersegmental coordination. Variability and combination of motor actions.
5. Spatial organisation and laterality
Perception and use of space. Spatial orientation. Laterality and lateral dominance. Relationships among the body, objects, the environment, and other participants.
6. Temporal organisation and rhythm
Perception and structuring of time. Sequence, duration, speed, and rhythm. Spatiotemporal coordination and adaptation of movement to external stimuli.
7. Psychomotor behaviours
Relationships between motor development and affective, cognitive, and social dimensions. Behavioural self-regulation. Education through movement.
8. Teaching methods
Reproduction- and production-based teaching styles. Prescriptive and heuristic approaches. Principles of linear and nonlinear pedagogy. Selection of teaching styles according to objectives and participant characteristics.
9. Organisation of motor practice
Individual, pair, and group activities. Circuits, stations, obstacle courses, and problem-solving situations. Management of space, time, equipment, and groups.
10. Teaching design
Definition of objectives. Selection and organisation of content. Design of exercises, sequences, and teaching progressions. Principles of gradual progression, variability, and motor-task adaptation.
11. Laboratory activities
Design, experimentation, and delivery of motor activities using bodyweight exercises and small and large apparatus. Peer observation, feedback, and reflection on the activities undertaken.
1. Foundations of human movement teaching
Educational aims of human movement activity. Relationship between declarative and procedural knowledge. Observation, design, delivery, and evaluation of human movement activities. Relationship between task, participant, and context.
2. Body schema and sensory-perceptual processes
Construction and development of body schema. Role of sensory analysers in motor control. Body perception and awareness.
3. Posture, balance, and relaxation
Static and dynamic balance. Postural control. Whole-body and segmental relaxation. Design of activities for the perception and control of muscle tone.
4. Motor coordination
Fundamental movement patterns, motor skills, and dexterity. Eye-limb and intersegmental coordination. Variability and combination of motor actions.
5. Spatial organisation and laterality
Perception and use of space. Spatial orientation. Laterality and lateral dominance. Relationships among the body, objects, the environment, and other participants.
6. Temporal organisation and rhythm
Perception and structuring of time. Sequence, duration, speed, and rhythm. Spatiotemporal coordination and adaptation of movement to external stimuli.
7. Psychomotor behaviours
Relationships between motor development and affective, cognitive, and social dimensions. Behavioural self-regulation. Education through movement.
8. Teaching methods
Reproduction- and production-based teaching styles. Prescriptive and heuristic approaches. Principles of linear and nonlinear pedagogy. Selection of teaching styles according to objectives and participant characteristics.
9. Organisation of motor practice
Individual, pair, and group activities. Circuits, stations, obstacle courses, and problem-solving situations. Management of space, time, equipment, and groups.
10. Teaching design
Definition of objectives. Selection and organisation of content. Design of exercises, sequences, and teaching progressions. Principles of gradual progression, variability, and motor-task adaptation.
11. Laboratory activities
Design, experimentation, and delivery of motor activities using bodyweight exercises and small and large apparatus. Peer observation, feedback, and reflection on the activities undertaken.
Prerequisites for admission
A sound knowledge of the fundamentals of Human Movement Theory and Methodology and the Foundations of Physical Education is required to engage effectively with the course content.
Teaching methods
The course combines content delivery and interactive teaching through:
· interactive theoretical lectures introducing and discussing the conceptual and methodological foundations;
· practical laboratory sessions in the gym, aimed at applying knowledge and experimenting with exercise activities;
· individual and small-group exercises to design activities, sequences, and teaching progressions;
· cooperative-learning activities in which students design, deliver, and discuss the activities they have developed;
· observation and analysis of peer-led activities;
· discussion and feedback sessions guided by the lecturer.
Laboratory activities are organised according to an approach that integrates "doing" and "knowing". Practical experiences are accompanied by reflection-on-action and reflection-in-action, aimed at developing students' ability to justify teaching choices, interpret participants' responses, and modify activities in light of the observed outcomes.
Theoretical lessons primarily support the acquisition of knowledge and analytical skills; laboratory activities enable students to develop and demonstrate their ability to apply, design, deliver, adapt, and communicate.
Up to 10% of the course hours may be delivered remotely, synchronously or asynchronously, through content-delivery or interactive activities.
Attendance is compulsory in accordance with the Degree Programme Regulations.
· interactive theoretical lectures introducing and discussing the conceptual and methodological foundations;
· practical laboratory sessions in the gym, aimed at applying knowledge and experimenting with exercise activities;
· individual and small-group exercises to design activities, sequences, and teaching progressions;
· cooperative-learning activities in which students design, deliver, and discuss the activities they have developed;
· observation and analysis of peer-led activities;
· discussion and feedback sessions guided by the lecturer.
Laboratory activities are organised according to an approach that integrates "doing" and "knowing". Practical experiences are accompanied by reflection-on-action and reflection-in-action, aimed at developing students' ability to justify teaching choices, interpret participants' responses, and modify activities in light of the observed outcomes.
Theoretical lessons primarily support the acquisition of knowledge and analytical skills; laboratory activities enable students to develop and demonstrate their ability to apply, design, deliver, adapt, and communicate.
Up to 10% of the course hours may be delivered remotely, synchronously or asynchronously, through content-delivery or interactive activities.
Attendance is compulsory in accordance with the Degree Programme Regulations.
Teaching Resources
Required materials
Dugnani, S., Invernizzi, P.L., Longo, S., Mauro, F. (2015). Didattica del movimento umano. Volume 2: qualità utili per il controllo motorio. Milano: Carabà Universitaria.
Materials, handouts, and presentations made available by the teaching staff on the course online learning platform.
Supplementary materials
Invernizzi, P.L., Dugnani, S. (2014). Didattica del movimento umano. Volume 1: qualità utili per la salute. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L. (2014). Progettare in educazione fisica e nelle scienze motorie. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L., Mauro, F. (2018). L'educazione motoria rinnovata: suggerimenti per le buone pratiche nella scuola primaria. Milano: Carabà Universitaria.
Mantovani, B. (1991). Educazione fisica anni '90. Milano: Edi.Ermes. ISBN 978-8870510973.
Dugnani, S., Invernizzi, P.L., Longo, S., Mauro, F. (2015). Didattica del movimento umano. Volume 2: qualità utili per il controllo motorio. Milano: Carabà Universitaria.
Materials, handouts, and presentations made available by the teaching staff on the course online learning platform.
Supplementary materials
Invernizzi, P.L., Dugnani, S. (2014). Didattica del movimento umano. Volume 1: qualità utili per la salute. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L. (2014). Progettare in educazione fisica e nelle scienze motorie. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L., Mauro, F. (2018). L'educazione motoria rinnovata: suggerimenti per le buone pratiche nella scuola primaria. Milano: Carabà Universitaria.
Mantovani, B. (1991). Educazione fisica anni '90. Milano: Edi.Ermes. ISBN 978-8870510973.
Assessment methods and Criteria
The examination is designed to assess achievement of the learning outcomes through a practical laboratory assessment and a theoretical assessment.
Practical laboratory assessment
The practical assessment evaluates the ability to design, organise, and present a teaching activity or motor progression using bodyweight exercises and/or equipment.
In the assessment, students will be required to:
· define the objectives of the activity;
· select exercises consistent with the objectives;
· organise them into a well-reasoned progression;
· identify appropriate organisational methods and teaching styles;
· describe any adaptations required in relation to participant characteristics;
· use accurate technical and pedagogical terminology.
The assessment considers:
· alignment between objectives, content, and implementation methods;
· methodological soundness of the activity;
· appropriateness and gradual progression;
· ability to adapt the activities;
· ability to justify the choices made;
· clarity of presentation and appropriate use of discipline-specific terminology.
Theoretical assessment
The theoretical assessment evaluates knowledge and understanding of the course content and the ability to apply it to the analysis of teaching situations.
The assessment may consist of:
· a written test comprising closed-ended and/or short-answer questions;
· or an oral examination covering the topics in the syllabus and their application to teaching practice.
The assessment considers:
· accuracy and completeness of knowledge;
· ability to connect the different topics;
· ability to apply theoretical principles to practical situations;
· ability to reason and critically re-elaborate content;
· clarity of presentation and correct use of discipline-specific terminology.
Final grade
The final grade is awarded on a 30-point scale. To pass the examination, students must achieve a satisfactory standard in both components.
Grades are awarded according to the following general criteria:
· 18-21/30: essential knowledge and limited ability to apply it; the practical activity is overall adequate but not fully developed;
· 22-24/30: satisfactory knowledge and generally correct application of teaching principles;
· 25-27/30: sound knowledge, good analytical and design skills, and appropriate use of discipline-specific terminology;
· 28-30/30: in-depth knowledge, a strong ability to integrate theory and practice, and full autonomy in designing activities and justifying choices;
· 30/30 cum laude: outstanding performance, demonstrating complete command of the content, critical thinking, and relevant originality in developing the activity.
Practical laboratory assessment
The practical assessment evaluates the ability to design, organise, and present a teaching activity or motor progression using bodyweight exercises and/or equipment.
In the assessment, students will be required to:
· define the objectives of the activity;
· select exercises consistent with the objectives;
· organise them into a well-reasoned progression;
· identify appropriate organisational methods and teaching styles;
· describe any adaptations required in relation to participant characteristics;
· use accurate technical and pedagogical terminology.
The assessment considers:
· alignment between objectives, content, and implementation methods;
· methodological soundness of the activity;
· appropriateness and gradual progression;
· ability to adapt the activities;
· ability to justify the choices made;
· clarity of presentation and appropriate use of discipline-specific terminology.
Theoretical assessment
The theoretical assessment evaluates knowledge and understanding of the course content and the ability to apply it to the analysis of teaching situations.
The assessment may consist of:
· a written test comprising closed-ended and/or short-answer questions;
· or an oral examination covering the topics in the syllabus and their application to teaching practice.
The assessment considers:
· accuracy and completeness of knowledge;
· ability to connect the different topics;
· ability to apply theoretical principles to practical situations;
· ability to reason and critically re-elaborate content;
· clarity of presentation and correct use of discipline-specific terminology.
Final grade
The final grade is awarded on a 30-point scale. To pass the examination, students must achieve a satisfactory standard in both components.
Grades are awarded according to the following general criteria:
· 18-21/30: essential knowledge and limited ability to apply it; the practical activity is overall adequate but not fully developed;
· 22-24/30: satisfactory knowledge and generally correct application of teaching principles;
· 25-27/30: sound knowledge, good analytical and design skills, and appropriate use of discipline-specific terminology;
· 28-30/30: in-depth knowledge, a strong ability to integrate theory and practice, and full autonomy in designing activities and justifying choices;
· 30/30 cum laude: outstanding performance, demonstrating complete command of the content, critical thinking, and relevant originality in developing the activity.
M-EDF/02 - SPORT SCIENCES AND METHODOLOGY - University credits: 8
Technical-Practical Activities (ATP): 12 hours
Lessons: 42 hours
Lessons: 42 hours
Professor:
Longo Stefano
Group 2
Responsible
Lesson period
year
Course syllabus
The course covers the following topics, developed through the progressive integration of theoretical knowledge and practical applications:
1. Foundations of human movement teaching
Educational aims of human movement activity. Relationship between declarative and procedural knowledge. Observation, design, delivery, and evaluation of human movement activities. Relationship between task, participant, and context.
2. Body schema and sensory-perceptual processes
Construction and development of body schema. Role of sensory analysers in motor control. Body perception and awareness.
3. Posture, balance, and relaxation
Static and dynamic balance. Postural control. Whole-body and segmental relaxation. Design of activities for the perception and control of muscle tone.
4. Motor coordination
Fundamental movement patterns, motor skills, and dexterity. Eye-limb and intersegmental coordination. Variability and combination of motor actions.
5. Spatial organisation and laterality
Perception and use of space. Spatial orientation. Laterality and lateral dominance. Relationships among the body, objects, the environment, and other participants.
6. Temporal organisation and rhythm
Perception and structuring of time. Sequence, duration, speed, and rhythm. Spatiotemporal coordination and adaptation of movement to external stimuli.
7. Psychomotor behaviours
Relationships between motor development and affective, cognitive, and social dimensions. Behavioural self-regulation. Education through movement.
8. Teaching methods
Reproduction- and production-based teaching styles. Prescriptive and heuristic approaches. Principles of linear and nonlinear pedagogy. Selection of teaching styles according to objectives and participant characteristics.
9. Organisation of motor practice
Individual, pair, and group activities. Circuits, stations, obstacle courses, and problem-solving situations. Management of space, time, equipment, and groups.
10. Teaching design
Definition of objectives. Selection and organisation of content. Design of exercises, sequences, and teaching progressions. Principles of gradual progression, variability, and motor-task adaptation.
11. Laboratory activities
Design, experimentation, and delivery of motor activities using bodyweight exercises and small and large apparatus. Peer observation, feedback, and reflection on the activities undertaken.
1. Foundations of human movement teaching
Educational aims of human movement activity. Relationship between declarative and procedural knowledge. Observation, design, delivery, and evaluation of human movement activities. Relationship between task, participant, and context.
2. Body schema and sensory-perceptual processes
Construction and development of body schema. Role of sensory analysers in motor control. Body perception and awareness.
3. Posture, balance, and relaxation
Static and dynamic balance. Postural control. Whole-body and segmental relaxation. Design of activities for the perception and control of muscle tone.
4. Motor coordination
Fundamental movement patterns, motor skills, and dexterity. Eye-limb and intersegmental coordination. Variability and combination of motor actions.
5. Spatial organisation and laterality
Perception and use of space. Spatial orientation. Laterality and lateral dominance. Relationships among the body, objects, the environment, and other participants.
6. Temporal organisation and rhythm
Perception and structuring of time. Sequence, duration, speed, and rhythm. Spatiotemporal coordination and adaptation of movement to external stimuli.
7. Psychomotor behaviours
Relationships between motor development and affective, cognitive, and social dimensions. Behavioural self-regulation. Education through movement.
8. Teaching methods
Reproduction- and production-based teaching styles. Prescriptive and heuristic approaches. Principles of linear and nonlinear pedagogy. Selection of teaching styles according to objectives and participant characteristics.
9. Organisation of motor practice
Individual, pair, and group activities. Circuits, stations, obstacle courses, and problem-solving situations. Management of space, time, equipment, and groups.
10. Teaching design
Definition of objectives. Selection and organisation of content. Design of exercises, sequences, and teaching progressions. Principles of gradual progression, variability, and motor-task adaptation.
11. Laboratory activities
Design, experimentation, and delivery of motor activities using bodyweight exercises and small and large apparatus. Peer observation, feedback, and reflection on the activities undertaken.
Prerequisites for admission
A sound knowledge of the fundamentals of Human Movement Theory and Methodology and the Foundations of Physical Education is required to engage effectively with the course content.
Teaching methods
The course combines content delivery and interactive teaching through:
· interactive theoretical lectures introducing and discussing the conceptual and methodological foundations;
· practical laboratory sessions in the gym, aimed at applying knowledge and experimenting with exercise activities;
· individual and small-group exercises to design activities, sequences, and teaching progressions;
· cooperative-learning activities in which students design, deliver, and discuss the activities they have developed;
· observation and analysis of peer-led activities;
· discussion and feedback sessions guided by the lecturer.
Laboratory activities are organised according to an approach that integrates "doing" and "knowing". Practical experiences are accompanied by reflection-on-action and reflection-in-action, aimed at developing students' ability to justify teaching choices, interpret participants' responses, and modify activities in light of the observed outcomes.
Theoretical lessons primarily support the acquisition of knowledge and analytical skills; laboratory activities enable students to develop and demonstrate their ability to apply, design, deliver, adapt, and communicate.
Up to 10% of the course hours may be delivered remotely, synchronously or asynchronously, through content-delivery or interactive activities.
Attendance is compulsory in accordance with the Degree Programme Regulations.
· interactive theoretical lectures introducing and discussing the conceptual and methodological foundations;
· practical laboratory sessions in the gym, aimed at applying knowledge and experimenting with exercise activities;
· individual and small-group exercises to design activities, sequences, and teaching progressions;
· cooperative-learning activities in which students design, deliver, and discuss the activities they have developed;
· observation and analysis of peer-led activities;
· discussion and feedback sessions guided by the lecturer.
Laboratory activities are organised according to an approach that integrates "doing" and "knowing". Practical experiences are accompanied by reflection-on-action and reflection-in-action, aimed at developing students' ability to justify teaching choices, interpret participants' responses, and modify activities in light of the observed outcomes.
Theoretical lessons primarily support the acquisition of knowledge and analytical skills; laboratory activities enable students to develop and demonstrate their ability to apply, design, deliver, adapt, and communicate.
Up to 10% of the course hours may be delivered remotely, synchronously or asynchronously, through content-delivery or interactive activities.
Attendance is compulsory in accordance with the Degree Programme Regulations.
Teaching Resources
Required materials
Dugnani, S., Invernizzi, P.L., Longo, S., Mauro, F. (2015). Didattica del movimento umano. Volume 2: qualità utili per il controllo motorio. Milano: Carabà Universitaria.
Materials, handouts, and presentations made available by the teaching staff on the course online learning platform.
Supplementary materials
Invernizzi, P.L., Dugnani, S. (2014). Didattica del movimento umano. Volume 1: qualità utili per la salute. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L. (2014). Progettare in educazione fisica e nelle scienze motorie. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L., Mauro, F. (2018). L'educazione motoria rinnovata: suggerimenti per le buone pratiche nella scuola primaria. Milano: Carabà Universitaria.
Mantovani, B. (1991). Educazione fisica anni '90. Milano: Edi.Ermes. ISBN 978-8870510973.
Dugnani, S., Invernizzi, P.L., Longo, S., Mauro, F. (2015). Didattica del movimento umano. Volume 2: qualità utili per il controllo motorio. Milano: Carabà Universitaria.
Materials, handouts, and presentations made available by the teaching staff on the course online learning platform.
Supplementary materials
Invernizzi, P.L., Dugnani, S. (2014). Didattica del movimento umano. Volume 1: qualità utili per la salute. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L. (2014). Progettare in educazione fisica e nelle scienze motorie. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L., Mauro, F. (2018). L'educazione motoria rinnovata: suggerimenti per le buone pratiche nella scuola primaria. Milano: Carabà Universitaria.
Mantovani, B. (1991). Educazione fisica anni '90. Milano: Edi.Ermes. ISBN 978-8870510973.
Assessment methods and Criteria
The examination is designed to assess achievement of the learning outcomes through a practical laboratory assessment and a theoretical assessment.
Practical laboratory assessment
The practical assessment evaluates the ability to design, organise, and present a teaching activity or motor progression using bodyweight exercises and/or equipment.
In the assessment, students will be required to:
· define the objectives of the activity;
· select exercises consistent with the objectives;
· organise them into a well-reasoned progression;
· identify appropriate organisational methods and teaching styles;
· describe any adaptations required in relation to participant characteristics;
· use accurate technical and pedagogical terminology.
The assessment considers:
· alignment between objectives, content, and implementation methods;
· methodological soundness of the activity;
· appropriateness and gradual progression;
· ability to adapt the activities;
· ability to justify the choices made;
· clarity of presentation and appropriate use of discipline-specific terminology.
Theoretical assessment
The theoretical assessment evaluates knowledge and understanding of the course content and the ability to apply it to the analysis of teaching situations.
The assessment may consist of:
· a written test comprising closed-ended and/or short-answer questions;
· or an oral examination covering the topics in the syllabus and their application to teaching practice.
The assessment considers:
· accuracy and completeness of knowledge;
· ability to connect the different topics;
· ability to apply theoretical principles to practical situations;
· ability to reason and critically re-elaborate content;
· clarity of presentation and correct use of discipline-specific terminology.
Final grade
The final grade is awarded on a 30-point scale. To pass the examination, students must achieve a satisfactory standard in both components.
Grades are awarded according to the following general criteria:
· 18-21/30: essential knowledge and limited ability to apply it; the practical activity is overall adequate but not fully developed;
· 22-24/30: satisfactory knowledge and generally correct application of teaching principles;
· 25-27/30: sound knowledge, good analytical and design skills, and appropriate use of discipline-specific terminology;
· 28-30/30: in-depth knowledge, a strong ability to integrate theory and practice, and full autonomy in designing activities and justifying choices;
· 30/30 cum laude: outstanding performance, demonstrating complete command of the content, critical thinking, and relevant originality in developing the activity.
Practical laboratory assessment
The practical assessment evaluates the ability to design, organise, and present a teaching activity or motor progression using bodyweight exercises and/or equipment.
In the assessment, students will be required to:
· define the objectives of the activity;
· select exercises consistent with the objectives;
· organise them into a well-reasoned progression;
· identify appropriate organisational methods and teaching styles;
· describe any adaptations required in relation to participant characteristics;
· use accurate technical and pedagogical terminology.
The assessment considers:
· alignment between objectives, content, and implementation methods;
· methodological soundness of the activity;
· appropriateness and gradual progression;
· ability to adapt the activities;
· ability to justify the choices made;
· clarity of presentation and appropriate use of discipline-specific terminology.
Theoretical assessment
The theoretical assessment evaluates knowledge and understanding of the course content and the ability to apply it to the analysis of teaching situations.
The assessment may consist of:
· a written test comprising closed-ended and/or short-answer questions;
· or an oral examination covering the topics in the syllabus and their application to teaching practice.
The assessment considers:
· accuracy and completeness of knowledge;
· ability to connect the different topics;
· ability to apply theoretical principles to practical situations;
· ability to reason and critically re-elaborate content;
· clarity of presentation and correct use of discipline-specific terminology.
Final grade
The final grade is awarded on a 30-point scale. To pass the examination, students must achieve a satisfactory standard in both components.
Grades are awarded according to the following general criteria:
· 18-21/30: essential knowledge and limited ability to apply it; the practical activity is overall adequate but not fully developed;
· 22-24/30: satisfactory knowledge and generally correct application of teaching principles;
· 25-27/30: sound knowledge, good analytical and design skills, and appropriate use of discipline-specific terminology;
· 28-30/30: in-depth knowledge, a strong ability to integrate theory and practice, and full autonomy in designing activities and justifying choices;
· 30/30 cum laude: outstanding performance, demonstrating complete command of the content, critical thinking, and relevant originality in developing the activity.
M-EDF/02 - SPORT SCIENCES AND METHODOLOGY - University credits: 8
Technical-Practical Activities (ATP): 12 hours
Lessons: 42 hours
Lessons: 42 hours
Group 3
Responsible
Lesson period
year
Course syllabus
The course covers the following topics, developed through the progressive integration of theoretical knowledge and practical applications:
1. Foundations of human movement teaching
Educational aims of human movement activity. Relationship between declarative and procedural knowledge. Observation, design, delivery, and evaluation of human movement activities. Relationship between task, participant, and context.
2. Body schema and sensory-perceptual processes
Construction and development of body schema. Role of sensory analysers in motor control. Body perception and awareness.
3. Posture, balance, and relaxation
Static and dynamic balance. Postural control. Whole-body and segmental relaxation. Design of activities for the perception and control of muscle tone.
4. Motor coordination
Fundamental movement patterns, motor skills, and dexterity. Eye-limb and intersegmental coordination. Variability and combination of motor actions.
5. Spatial organisation and laterality
Perception and use of space. Spatial orientation. Laterality and lateral dominance. Relationships among the body, objects, the environment, and other participants.
6. Temporal organisation and rhythm
Perception and structuring of time. Sequence, duration, speed, and rhythm. Spatiotemporal coordination and adaptation of movement to external stimuli.
7. Psychomotor behaviours
Relationships between motor development and affective, cognitive, and social dimensions. Behavioural self-regulation. Education through movement.
8. Teaching methods
Reproduction- and production-based teaching styles. Prescriptive and heuristic approaches. Principles of linear and nonlinear pedagogy. Selection of teaching styles according to objectives and participant characteristics.
9. Organisation of motor practice
Individual, pair, and group activities. Circuits, stations, obstacle courses, and problem-solving situations. Management of space, time, equipment, and groups.
10. Teaching design
Definition of objectives. Selection and organisation of content. Design of exercises, sequences, and teaching progressions. Principles of gradual progression, variability, and motor-task adaptation.
11. Laboratory activities
Design, experimentation, and delivery of motor activities using bodyweight exercises and small and large apparatus. Peer observation, feedback, and reflection on the activities undertaken.
1. Foundations of human movement teaching
Educational aims of human movement activity. Relationship between declarative and procedural knowledge. Observation, design, delivery, and evaluation of human movement activities. Relationship between task, participant, and context.
2. Body schema and sensory-perceptual processes
Construction and development of body schema. Role of sensory analysers in motor control. Body perception and awareness.
3. Posture, balance, and relaxation
Static and dynamic balance. Postural control. Whole-body and segmental relaxation. Design of activities for the perception and control of muscle tone.
4. Motor coordination
Fundamental movement patterns, motor skills, and dexterity. Eye-limb and intersegmental coordination. Variability and combination of motor actions.
5. Spatial organisation and laterality
Perception and use of space. Spatial orientation. Laterality and lateral dominance. Relationships among the body, objects, the environment, and other participants.
6. Temporal organisation and rhythm
Perception and structuring of time. Sequence, duration, speed, and rhythm. Spatiotemporal coordination and adaptation of movement to external stimuli.
7. Psychomotor behaviours
Relationships between motor development and affective, cognitive, and social dimensions. Behavioural self-regulation. Education through movement.
8. Teaching methods
Reproduction- and production-based teaching styles. Prescriptive and heuristic approaches. Principles of linear and nonlinear pedagogy. Selection of teaching styles according to objectives and participant characteristics.
9. Organisation of motor practice
Individual, pair, and group activities. Circuits, stations, obstacle courses, and problem-solving situations. Management of space, time, equipment, and groups.
10. Teaching design
Definition of objectives. Selection and organisation of content. Design of exercises, sequences, and teaching progressions. Principles of gradual progression, variability, and motor-task adaptation.
11. Laboratory activities
Design, experimentation, and delivery of motor activities using bodyweight exercises and small and large apparatus. Peer observation, feedback, and reflection on the activities undertaken.
Prerequisites for admission
A sound knowledge of the fundamentals of Human Movement Theory and Methodology and the Foundations of Physical Education is required to engage effectively with the course content.
Teaching methods
The course combines content delivery and interactive teaching through:
· interactive theoretical lectures introducing and discussing the conceptual and methodological foundations;
· practical laboratory sessions in the gym, aimed at applying knowledge and experimenting with exercise activities;
· individual and small-group exercises to design activities, sequences, and teaching progressions;
· cooperative-learning activities in which students design, deliver, and discuss the activities they have developed;
· observation and analysis of peer-led activities;
· discussion and feedback sessions guided by the lecturer.
Laboratory activities are organised according to an approach that integrates "doing" and "knowing". Practical experiences are accompanied by reflection-on-action and reflection-in-action, aimed at developing students' ability to justify teaching choices, interpret participants' responses, and modify activities in light of the observed outcomes.
Theoretical lessons primarily support the acquisition of knowledge and analytical skills; laboratory activities enable students to develop and demonstrate their ability to apply, design, deliver, adapt, and communicate.
Up to 10% of the course hours may be delivered remotely, synchronously or asynchronously, through content-delivery or interactive activities.
Attendance is compulsory in accordance with the Degree Programme Regulations.
· interactive theoretical lectures introducing and discussing the conceptual and methodological foundations;
· practical laboratory sessions in the gym, aimed at applying knowledge and experimenting with exercise activities;
· individual and small-group exercises to design activities, sequences, and teaching progressions;
· cooperative-learning activities in which students design, deliver, and discuss the activities they have developed;
· observation and analysis of peer-led activities;
· discussion and feedback sessions guided by the lecturer.
Laboratory activities are organised according to an approach that integrates "doing" and "knowing". Practical experiences are accompanied by reflection-on-action and reflection-in-action, aimed at developing students' ability to justify teaching choices, interpret participants' responses, and modify activities in light of the observed outcomes.
Theoretical lessons primarily support the acquisition of knowledge and analytical skills; laboratory activities enable students to develop and demonstrate their ability to apply, design, deliver, adapt, and communicate.
Up to 10% of the course hours may be delivered remotely, synchronously or asynchronously, through content-delivery or interactive activities.
Attendance is compulsory in accordance with the Degree Programme Regulations.
Teaching Resources
Required materials
Dugnani, S., Invernizzi, P.L., Longo, S., Mauro, F. (2015). Didattica del movimento umano. Volume 2: qualità utili per il controllo motorio. Milano: Carabà Universitaria.
Materials, handouts, and presentations made available by the teaching staff on the course online learning platform.
Supplementary materials
Invernizzi, P.L., Dugnani, S. (2014). Didattica del movimento umano. Volume 1: qualità utili per la salute. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L. (2014). Progettare in educazione fisica e nelle scienze motorie. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L., Mauro, F. (2018). L'educazione motoria rinnovata: suggerimenti per le buone pratiche nella scuola primaria. Milano: Carabà Universitaria.
Mantovani, B. (1991). Educazione fisica anni '90. Milano: Edi.Ermes. ISBN 978-8870510973.
Dugnani, S., Invernizzi, P.L., Longo, S., Mauro, F. (2015). Didattica del movimento umano. Volume 2: qualità utili per il controllo motorio. Milano: Carabà Universitaria.
Materials, handouts, and presentations made available by the teaching staff on the course online learning platform.
Supplementary materials
Invernizzi, P.L., Dugnani, S. (2014). Didattica del movimento umano. Volume 1: qualità utili per la salute. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L. (2014). Progettare in educazione fisica e nelle scienze motorie. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L., Mauro, F. (2018). L'educazione motoria rinnovata: suggerimenti per le buone pratiche nella scuola primaria. Milano: Carabà Universitaria.
Mantovani, B. (1991). Educazione fisica anni '90. Milano: Edi.Ermes. ISBN 978-8870510973.
Assessment methods and Criteria
The examination is designed to assess achievement of the learning outcomes through a practical laboratory assessment and a theoretical assessment.
Practical laboratory assessment
The practical assessment evaluates the ability to design, organise, and present a teaching activity or motor progression using bodyweight exercises and/or equipment.
In the assessment, students will be required to:
· define the objectives of the activity;
· select exercises consistent with the objectives;
· organise them into a well-reasoned progression;
· identify appropriate organisational methods and teaching styles;
· describe any adaptations required in relation to participant characteristics;
· use accurate technical and pedagogical terminology.
The assessment considers:
· alignment between objectives, content, and implementation methods;
· methodological soundness of the activity;
· appropriateness and gradual progression;
· ability to adapt the activities;
· ability to justify the choices made;
· clarity of presentation and appropriate use of discipline-specific terminology.
Theoretical assessment
The theoretical assessment evaluates knowledge and understanding of the course content and the ability to apply it to the analysis of teaching situations.
The assessment may consist of:
· a written test comprising closed-ended and/or short-answer questions;
· or an oral examination covering the topics in the syllabus and their application to teaching practice.
The assessment considers:
· accuracy and completeness of knowledge;
· ability to connect the different topics;
· ability to apply theoretical principles to practical situations;
· ability to reason and critically re-elaborate content;
· clarity of presentation and correct use of discipline-specific terminology.
Final grade
The final grade is awarded on a 30-point scale. To pass the examination, students must achieve a satisfactory standard in both components.
Grades are awarded according to the following general criteria:
· 18-21/30: essential knowledge and limited ability to apply it; the practical activity is overall adequate but not fully developed;
· 22-24/30: satisfactory knowledge and generally correct application of teaching principles;
· 25-27/30: sound knowledge, good analytical and design skills, and appropriate use of discipline-specific terminology;
· 28-30/30: in-depth knowledge, a strong ability to integrate theory and practice, and full autonomy in designing activities and justifying choices;
· 30/30 cum laude: outstanding performance, demonstrating complete command of the content, critical thinking, and relevant originality in developing the activity.
Practical laboratory assessment
The practical assessment evaluates the ability to design, organise, and present a teaching activity or motor progression using bodyweight exercises and/or equipment.
In the assessment, students will be required to:
· define the objectives of the activity;
· select exercises consistent with the objectives;
· organise them into a well-reasoned progression;
· identify appropriate organisational methods and teaching styles;
· describe any adaptations required in relation to participant characteristics;
· use accurate technical and pedagogical terminology.
The assessment considers:
· alignment between objectives, content, and implementation methods;
· methodological soundness of the activity;
· appropriateness and gradual progression;
· ability to adapt the activities;
· ability to justify the choices made;
· clarity of presentation and appropriate use of discipline-specific terminology.
Theoretical assessment
The theoretical assessment evaluates knowledge and understanding of the course content and the ability to apply it to the analysis of teaching situations.
The assessment may consist of:
· a written test comprising closed-ended and/or short-answer questions;
· or an oral examination covering the topics in the syllabus and their application to teaching practice.
The assessment considers:
· accuracy and completeness of knowledge;
· ability to connect the different topics;
· ability to apply theoretical principles to practical situations;
· ability to reason and critically re-elaborate content;
· clarity of presentation and correct use of discipline-specific terminology.
Final grade
The final grade is awarded on a 30-point scale. To pass the examination, students must achieve a satisfactory standard in both components.
Grades are awarded according to the following general criteria:
· 18-21/30: essential knowledge and limited ability to apply it; the practical activity is overall adequate but not fully developed;
· 22-24/30: satisfactory knowledge and generally correct application of teaching principles;
· 25-27/30: sound knowledge, good analytical and design skills, and appropriate use of discipline-specific terminology;
· 28-30/30: in-depth knowledge, a strong ability to integrate theory and practice, and full autonomy in designing activities and justifying choices;
· 30/30 cum laude: outstanding performance, demonstrating complete command of the content, critical thinking, and relevant originality in developing the activity.
M-EDF/02 - SPORT SCIENCES AND METHODOLOGY - University credits: 8
Technical-Practical Activities (ATP): 12 hours
Lessons: 42 hours
Lessons: 42 hours
Professor:
Padulo Johnny
Shifts:
Turno
Professor:
Padulo JohnnyGroup 4
Responsible
Lesson period
year
Course syllabus
The course covers the following topics, developed through the progressive integration of theoretical knowledge and practical applications:
1. Foundations of human movement teaching
Educational aims of human movement activity. Relationship between declarative and procedural knowledge. Observation, design, delivery, and evaluation of human movement activities. Relationship between task, participant, and context.
2. Body schema and sensory-perceptual processes
Construction and development of body schema. Role of sensory analysers in motor control. Body perception and awareness.
3. Posture, balance, and relaxation
Static and dynamic balance. Postural control. Whole-body and segmental relaxation. Design of activities for the perception and control of muscle tone.
4. Motor coordination
Fundamental movement patterns, motor skills, and dexterity. Eye-limb and intersegmental coordination. Variability and combination of motor actions.
5. Spatial organisation and laterality
Perception and use of space. Spatial orientation. Laterality and lateral dominance. Relationships among the body, objects, the environment, and other participants.
6. Temporal organisation and rhythm
Perception and structuring of time. Sequence, duration, speed, and rhythm. Spatiotemporal coordination and adaptation of movement to external stimuli.
7. Psychomotor behaviours
Relationships between motor development and affective, cognitive, and social dimensions. Behavioural self-regulation. Education through movement.
8. Teaching methods
Reproduction- and production-based teaching styles. Prescriptive and heuristic approaches. Principles of linear and nonlinear pedagogy. Selection of teaching styles according to objectives and participant characteristics.
9. Organisation of motor practice
Individual, pair, and group activities. Circuits, stations, obstacle courses, and problem-solving situations. Management of space, time, equipment, and groups.
10. Teaching design
Definition of objectives. Selection and organisation of content. Design of exercises, sequences, and teaching progressions. Principles of gradual progression, variability, and motor-task adaptation.
11. Laboratory activities
Design, experimentation, and delivery of motor activities using bodyweight exercises and small and large apparatus. Peer observation, feedback, and reflection on the activities undertaken.
1. Foundations of human movement teaching
Educational aims of human movement activity. Relationship between declarative and procedural knowledge. Observation, design, delivery, and evaluation of human movement activities. Relationship between task, participant, and context.
2. Body schema and sensory-perceptual processes
Construction and development of body schema. Role of sensory analysers in motor control. Body perception and awareness.
3. Posture, balance, and relaxation
Static and dynamic balance. Postural control. Whole-body and segmental relaxation. Design of activities for the perception and control of muscle tone.
4. Motor coordination
Fundamental movement patterns, motor skills, and dexterity. Eye-limb and intersegmental coordination. Variability and combination of motor actions.
5. Spatial organisation and laterality
Perception and use of space. Spatial orientation. Laterality and lateral dominance. Relationships among the body, objects, the environment, and other participants.
6. Temporal organisation and rhythm
Perception and structuring of time. Sequence, duration, speed, and rhythm. Spatiotemporal coordination and adaptation of movement to external stimuli.
7. Psychomotor behaviours
Relationships between motor development and affective, cognitive, and social dimensions. Behavioural self-regulation. Education through movement.
8. Teaching methods
Reproduction- and production-based teaching styles. Prescriptive and heuristic approaches. Principles of linear and nonlinear pedagogy. Selection of teaching styles according to objectives and participant characteristics.
9. Organisation of motor practice
Individual, pair, and group activities. Circuits, stations, obstacle courses, and problem-solving situations. Management of space, time, equipment, and groups.
10. Teaching design
Definition of objectives. Selection and organisation of content. Design of exercises, sequences, and teaching progressions. Principles of gradual progression, variability, and motor-task adaptation.
11. Laboratory activities
Design, experimentation, and delivery of motor activities using bodyweight exercises and small and large apparatus. Peer observation, feedback, and reflection on the activities undertaken.
Prerequisites for admission
A sound knowledge of the fundamentals of Human Movement Theory and Methodology and the Foundations of Physical Education is required to engage effectively with the course content.
Teaching methods
The course combines content delivery and interactive teaching through:
· interactive theoretical lectures introducing and discussing the conceptual and methodological foundations;
· practical laboratory sessions in the gym, aimed at applying knowledge and experimenting with exercise activities;
· individual and small-group exercises to design activities, sequences, and teaching progressions;
· cooperative-learning activities in which students design, deliver, and discuss the activities they have developed;
· observation and analysis of peer-led activities;
· discussion and feedback sessions guided by the lecturer.
Laboratory activities are organised according to an approach that integrates "doing" and "knowing". Practical experiences are accompanied by reflection-on-action and reflection-in-action, aimed at developing students' ability to justify teaching choices, interpret participants' responses, and modify activities in light of the observed outcomes.
Theoretical lessons primarily support the acquisition of knowledge and analytical skills; laboratory activities enable students to develop and demonstrate their ability to apply, design, deliver, adapt, and communicate.
Up to 10% of the course hours may be delivered remotely, synchronously or asynchronously, through content-delivery or interactive activities.
Attendance is compulsory in accordance with the Degree Programme Regulations.
· interactive theoretical lectures introducing and discussing the conceptual and methodological foundations;
· practical laboratory sessions in the gym, aimed at applying knowledge and experimenting with exercise activities;
· individual and small-group exercises to design activities, sequences, and teaching progressions;
· cooperative-learning activities in which students design, deliver, and discuss the activities they have developed;
· observation and analysis of peer-led activities;
· discussion and feedback sessions guided by the lecturer.
Laboratory activities are organised according to an approach that integrates "doing" and "knowing". Practical experiences are accompanied by reflection-on-action and reflection-in-action, aimed at developing students' ability to justify teaching choices, interpret participants' responses, and modify activities in light of the observed outcomes.
Theoretical lessons primarily support the acquisition of knowledge and analytical skills; laboratory activities enable students to develop and demonstrate their ability to apply, design, deliver, adapt, and communicate.
Up to 10% of the course hours may be delivered remotely, synchronously or asynchronously, through content-delivery or interactive activities.
Attendance is compulsory in accordance with the Degree Programme Regulations.
Teaching Resources
Required materials
Dugnani, S., Invernizzi, P.L., Longo, S., Mauro, F. (2015). Didattica del movimento umano. Volume 2: qualità utili per il controllo motorio. Milano: Carabà Universitaria.
Materials, handouts, and presentations made available by the teaching staff on the course online learning platform.
Supplementary materials
Invernizzi, P.L., Dugnani, S. (2014). Didattica del movimento umano. Volume 1: qualità utili per la salute. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L. (2014). Progettare in educazione fisica e nelle scienze motorie. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L., Mauro, F. (2018). L'educazione motoria rinnovata: suggerimenti per le buone pratiche nella scuola primaria. Milano: Carabà Universitaria.
Mantovani, B. (1991). Educazione fisica anni '90. Milano: Edi.Ermes. ISBN 978-8870510973.
Dugnani, S., Invernizzi, P.L., Longo, S., Mauro, F. (2015). Didattica del movimento umano. Volume 2: qualità utili per il controllo motorio. Milano: Carabà Universitaria.
Materials, handouts, and presentations made available by the teaching staff on the course online learning platform.
Supplementary materials
Invernizzi, P.L., Dugnani, S. (2014). Didattica del movimento umano. Volume 1: qualità utili per la salute. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L. (2014). Progettare in educazione fisica e nelle scienze motorie. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L., Mauro, F. (2018). L'educazione motoria rinnovata: suggerimenti per le buone pratiche nella scuola primaria. Milano: Carabà Universitaria.
Mantovani, B. (1991). Educazione fisica anni '90. Milano: Edi.Ermes. ISBN 978-8870510973.
Assessment methods and Criteria
The examination is designed to assess achievement of the learning outcomes through a practical laboratory assessment and a theoretical assessment.
Practical laboratory assessment
The practical assessment evaluates the ability to design, organise, and present a teaching activity or motor progression using bodyweight exercises and/or equipment.
In the assessment, students will be required to:
· define the objectives of the activity;
· select exercises consistent with the objectives;
· organise them into a well-reasoned progression;
· identify appropriate organisational methods and teaching styles;
· describe any adaptations required in relation to participant characteristics;
· use accurate technical and pedagogical terminology.
The assessment considers:
· alignment between objectives, content, and implementation methods;
· methodological soundness of the activity;
· appropriateness and gradual progression;
· ability to adapt the activities;
· ability to justify the choices made;
· clarity of presentation and appropriate use of discipline-specific terminology.
Theoretical assessment
The theoretical assessment evaluates knowledge and understanding of the course content and the ability to apply it to the analysis of teaching situations.
The assessment may consist of:
· a written test comprising closed-ended and/or short-answer questions;
· or an oral examination covering the topics in the syllabus and their application to teaching practice.
The assessment considers:
· accuracy and completeness of knowledge;
· ability to connect the different topics;
· ability to apply theoretical principles to practical situations;
· ability to reason and critically re-elaborate content;
· clarity of presentation and correct use of discipline-specific terminology.
Final grade
The final grade is awarded on a 30-point scale. To pass the examination, students must achieve a satisfactory standard in both components.
Grades are awarded according to the following general criteria:
· 18-21/30: essential knowledge and limited ability to apply it; the practical activity is overall adequate but not fully developed;
· 22-24/30: satisfactory knowledge and generally correct application of teaching principles;
· 25-27/30: sound knowledge, good analytical and design skills, and appropriate use of discipline-specific terminology;
· 28-30/30: in-depth knowledge, a strong ability to integrate theory and practice, and full autonomy in designing activities and justifying choices;
· 30/30 cum laude: outstanding performance, demonstrating complete command of the content, critical thinking, and relevant originality in developing the activity.
Practical laboratory assessment
The practical assessment evaluates the ability to design, organise, and present a teaching activity or motor progression using bodyweight exercises and/or equipment.
In the assessment, students will be required to:
· define the objectives of the activity;
· select exercises consistent with the objectives;
· organise them into a well-reasoned progression;
· identify appropriate organisational methods and teaching styles;
· describe any adaptations required in relation to participant characteristics;
· use accurate technical and pedagogical terminology.
The assessment considers:
· alignment between objectives, content, and implementation methods;
· methodological soundness of the activity;
· appropriateness and gradual progression;
· ability to adapt the activities;
· ability to justify the choices made;
· clarity of presentation and appropriate use of discipline-specific terminology.
Theoretical assessment
The theoretical assessment evaluates knowledge and understanding of the course content and the ability to apply it to the analysis of teaching situations.
The assessment may consist of:
· a written test comprising closed-ended and/or short-answer questions;
· or an oral examination covering the topics in the syllabus and their application to teaching practice.
The assessment considers:
· accuracy and completeness of knowledge;
· ability to connect the different topics;
· ability to apply theoretical principles to practical situations;
· ability to reason and critically re-elaborate content;
· clarity of presentation and correct use of discipline-specific terminology.
Final grade
The final grade is awarded on a 30-point scale. To pass the examination, students must achieve a satisfactory standard in both components.
Grades are awarded according to the following general criteria:
· 18-21/30: essential knowledge and limited ability to apply it; the practical activity is overall adequate but not fully developed;
· 22-24/30: satisfactory knowledge and generally correct application of teaching principles;
· 25-27/30: sound knowledge, good analytical and design skills, and appropriate use of discipline-specific terminology;
· 28-30/30: in-depth knowledge, a strong ability to integrate theory and practice, and full autonomy in designing activities and justifying choices;
· 30/30 cum laude: outstanding performance, demonstrating complete command of the content, critical thinking, and relevant originality in developing the activity.
M-EDF/02 - SPORT SCIENCES AND METHODOLOGY - University credits: 8
Technical-Practical Activities (ATP): 12 hours
Lessons: 42 hours
Lessons: 42 hours
Professor:
Padulo Johnny
Shifts:
Turno
Professor:
Padulo JohnnyGroup 5
Responsible
Lesson period
year
Course syllabus
The course covers the following topics, developed through the progressive integration of theoretical knowledge and practical applications:
1. Foundations of human movement teaching
Educational aims of human movement activity. Relationship between declarative and procedural knowledge. Observation, design, delivery, and evaluation of human movement activities. Relationship between task, participant, and context.
2. Body schema and sensory-perceptual processes
Construction and development of body schema. Role of sensory analysers in motor control. Body perception and awareness.
3. Posture, balance, and relaxation
Static and dynamic balance. Postural control. Whole-body and segmental relaxation. Design of activities for the perception and control of muscle tone.
4. Motor coordination
Fundamental movement patterns, motor skills, and dexterity. Eye-limb and intersegmental coordination. Variability and combination of motor actions.
5. Spatial organisation and laterality
Perception and use of space. Spatial orientation. Laterality and lateral dominance. Relationships among the body, objects, the environment, and other participants.
6. Temporal organisation and rhythm
Perception and structuring of time. Sequence, duration, speed, and rhythm. Spatiotemporal coordination and adaptation of movement to external stimuli.
7. Psychomotor behaviours
Relationships between motor development and affective, cognitive, and social dimensions. Behavioural self-regulation. Education through movement.
8. Teaching methods
Reproduction- and production-based teaching styles. Prescriptive and heuristic approaches. Principles of linear and nonlinear pedagogy. Selection of teaching styles according to objectives and participant characteristics.
9. Organisation of motor practice
Individual, pair, and group activities. Circuits, stations, obstacle courses, and problem-solving situations. Management of space, time, equipment, and groups.
10. Teaching design
Definition of objectives. Selection and organisation of content. Design of exercises, sequences, and teaching progressions. Principles of gradual progression, variability, and motor-task adaptation.
11. Laboratory activities
Design, experimentation, and delivery of motor activities using bodyweight exercises and small and large apparatus. Peer observation, feedback, and reflection on the activities undertaken.
1. Foundations of human movement teaching
Educational aims of human movement activity. Relationship between declarative and procedural knowledge. Observation, design, delivery, and evaluation of human movement activities. Relationship between task, participant, and context.
2. Body schema and sensory-perceptual processes
Construction and development of body schema. Role of sensory analysers in motor control. Body perception and awareness.
3. Posture, balance, and relaxation
Static and dynamic balance. Postural control. Whole-body and segmental relaxation. Design of activities for the perception and control of muscle tone.
4. Motor coordination
Fundamental movement patterns, motor skills, and dexterity. Eye-limb and intersegmental coordination. Variability and combination of motor actions.
5. Spatial organisation and laterality
Perception and use of space. Spatial orientation. Laterality and lateral dominance. Relationships among the body, objects, the environment, and other participants.
6. Temporal organisation and rhythm
Perception and structuring of time. Sequence, duration, speed, and rhythm. Spatiotemporal coordination and adaptation of movement to external stimuli.
7. Psychomotor behaviours
Relationships between motor development and affective, cognitive, and social dimensions. Behavioural self-regulation. Education through movement.
8. Teaching methods
Reproduction- and production-based teaching styles. Prescriptive and heuristic approaches. Principles of linear and nonlinear pedagogy. Selection of teaching styles according to objectives and participant characteristics.
9. Organisation of motor practice
Individual, pair, and group activities. Circuits, stations, obstacle courses, and problem-solving situations. Management of space, time, equipment, and groups.
10. Teaching design
Definition of objectives. Selection and organisation of content. Design of exercises, sequences, and teaching progressions. Principles of gradual progression, variability, and motor-task adaptation.
11. Laboratory activities
Design, experimentation, and delivery of motor activities using bodyweight exercises and small and large apparatus. Peer observation, feedback, and reflection on the activities undertaken.
Prerequisites for admission
A sound knowledge of the fundamentals of Human Movement Theory and Methodology and the Foundations of Physical Education is required to engage effectively with the course content.
Teaching methods
The course combines content delivery and interactive teaching through:
· interactive theoretical lectures introducing and discussing the conceptual and methodological foundations;
· practical laboratory sessions in the gym, aimed at applying knowledge and experimenting with exercise activities;
· individual and small-group exercises to design activities, sequences, and teaching progressions;
· cooperative-learning activities in which students design, deliver, and discuss the activities they have developed;
· observation and analysis of peer-led activities;
· discussion and feedback sessions guided by the lecturer.
Laboratory activities are organised according to an approach that integrates "doing" and "knowing". Practical experiences are accompanied by reflection-on-action and reflection-in-action, aimed at developing students' ability to justify teaching choices, interpret participants' responses, and modify activities in light of the observed outcomes.
Theoretical lessons primarily support the acquisition of knowledge and analytical skills; laboratory activities enable students to develop and demonstrate their ability to apply, design, deliver, adapt, and communicate.
Up to 10% of the course hours may be delivered remotely, synchronously or asynchronously, through content-delivery or interactive activities.
Attendance is compulsory in accordance with the Degree Programme Regulations.
· interactive theoretical lectures introducing and discussing the conceptual and methodological foundations;
· practical laboratory sessions in the gym, aimed at applying knowledge and experimenting with exercise activities;
· individual and small-group exercises to design activities, sequences, and teaching progressions;
· cooperative-learning activities in which students design, deliver, and discuss the activities they have developed;
· observation and analysis of peer-led activities;
· discussion and feedback sessions guided by the lecturer.
Laboratory activities are organised according to an approach that integrates "doing" and "knowing". Practical experiences are accompanied by reflection-on-action and reflection-in-action, aimed at developing students' ability to justify teaching choices, interpret participants' responses, and modify activities in light of the observed outcomes.
Theoretical lessons primarily support the acquisition of knowledge and analytical skills; laboratory activities enable students to develop and demonstrate their ability to apply, design, deliver, adapt, and communicate.
Up to 10% of the course hours may be delivered remotely, synchronously or asynchronously, through content-delivery or interactive activities.
Attendance is compulsory in accordance with the Degree Programme Regulations.
Teaching Resources
Required materials
Dugnani, S., Invernizzi, P.L., Longo, S., Mauro, F. (2015). Didattica del movimento umano. Volume 2: qualità utili per il controllo motorio. Milano: Carabà Universitaria.
Materials, handouts, and presentations made available by the teaching staff on the course online learning platform.
Supplementary materials
Invernizzi, P.L., Dugnani, S. (2014). Didattica del movimento umano. Volume 1: qualità utili per la salute. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L. (2014). Progettare in educazione fisica e nelle scienze motorie. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L., Mauro, F. (2018). L'educazione motoria rinnovata: suggerimenti per le buone pratiche nella scuola primaria. Milano: Carabà Universitaria.
Mantovani, B. (1991). Educazione fisica anni '90. Milano: Edi.Ermes. ISBN 978-8870510973.
Dugnani, S., Invernizzi, P.L., Longo, S., Mauro, F. (2015). Didattica del movimento umano. Volume 2: qualità utili per il controllo motorio. Milano: Carabà Universitaria.
Materials, handouts, and presentations made available by the teaching staff on the course online learning platform.
Supplementary materials
Invernizzi, P.L., Dugnani, S. (2014). Didattica del movimento umano. Volume 1: qualità utili per la salute. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L. (2014). Progettare in educazione fisica e nelle scienze motorie. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L., Mauro, F. (2018). L'educazione motoria rinnovata: suggerimenti per le buone pratiche nella scuola primaria. Milano: Carabà Universitaria.
Mantovani, B. (1991). Educazione fisica anni '90. Milano: Edi.Ermes. ISBN 978-8870510973.
Assessment methods and Criteria
The examination is designed to assess achievement of the learning outcomes through a practical laboratory assessment and a theoretical assessment.
Practical laboratory assessment
The practical assessment evaluates the ability to design, organise, and present a teaching activity or motor progression using bodyweight exercises and/or equipment.
In the assessment, students will be required to:
· define the objectives of the activity;
· select exercises consistent with the objectives;
· organise them into a well-reasoned progression;
· identify appropriate organisational methods and teaching styles;
· describe any adaptations required in relation to participant characteristics;
· use accurate technical and pedagogical terminology.
The assessment considers:
· alignment between objectives, content, and implementation methods;
· methodological soundness of the activity;
· appropriateness and gradual progression;
· ability to adapt the activities;
· ability to justify the choices made;
· clarity of presentation and appropriate use of discipline-specific terminology.
Theoretical assessment
The theoretical assessment evaluates knowledge and understanding of the course content and the ability to apply it to the analysis of teaching situations.
The assessment may consist of:
· a written test comprising closed-ended and/or short-answer questions;
· or an oral examination covering the topics in the syllabus and their application to teaching practice.
The assessment considers:
· accuracy and completeness of knowledge;
· ability to connect the different topics;
· ability to apply theoretical principles to practical situations;
· ability to reason and critically re-elaborate content;
· clarity of presentation and correct use of discipline-specific terminology.
Final grade
The final grade is awarded on a 30-point scale. To pass the examination, students must achieve a satisfactory standard in both components.
Grades are awarded according to the following general criteria:
· 18-21/30: essential knowledge and limited ability to apply it; the practical activity is overall adequate but not fully developed;
· 22-24/30: satisfactory knowledge and generally correct application of teaching principles;
· 25-27/30: sound knowledge, good analytical and design skills, and appropriate use of discipline-specific terminology;
· 28-30/30: in-depth knowledge, a strong ability to integrate theory and practice, and full autonomy in designing activities and justifying choices;
· 30/30 cum laude: outstanding performance, demonstrating complete command of the content, critical thinking, and relevant originality in developing the activity.
Practical laboratory assessment
The practical assessment evaluates the ability to design, organise, and present a teaching activity or motor progression using bodyweight exercises and/or equipment.
In the assessment, students will be required to:
· define the objectives of the activity;
· select exercises consistent with the objectives;
· organise them into a well-reasoned progression;
· identify appropriate organisational methods and teaching styles;
· describe any adaptations required in relation to participant characteristics;
· use accurate technical and pedagogical terminology.
The assessment considers:
· alignment between objectives, content, and implementation methods;
· methodological soundness of the activity;
· appropriateness and gradual progression;
· ability to adapt the activities;
· ability to justify the choices made;
· clarity of presentation and appropriate use of discipline-specific terminology.
Theoretical assessment
The theoretical assessment evaluates knowledge and understanding of the course content and the ability to apply it to the analysis of teaching situations.
The assessment may consist of:
· a written test comprising closed-ended and/or short-answer questions;
· or an oral examination covering the topics in the syllabus and their application to teaching practice.
The assessment considers:
· accuracy and completeness of knowledge;
· ability to connect the different topics;
· ability to apply theoretical principles to practical situations;
· ability to reason and critically re-elaborate content;
· clarity of presentation and correct use of discipline-specific terminology.
Final grade
The final grade is awarded on a 30-point scale. To pass the examination, students must achieve a satisfactory standard in both components.
Grades are awarded according to the following general criteria:
· 18-21/30: essential knowledge and limited ability to apply it; the practical activity is overall adequate but not fully developed;
· 22-24/30: satisfactory knowledge and generally correct application of teaching principles;
· 25-27/30: sound knowledge, good analytical and design skills, and appropriate use of discipline-specific terminology;
· 28-30/30: in-depth knowledge, a strong ability to integrate theory and practice, and full autonomy in designing activities and justifying choices;
· 30/30 cum laude: outstanding performance, demonstrating complete command of the content, critical thinking, and relevant originality in developing the activity.
M-EDF/02 - SPORT SCIENCES AND METHODOLOGY - University credits: 8
Technical-Practical Activities (ATP): 12 hours
Lessons: 42 hours
Lessons: 42 hours
Professors:
Castelli Lucia, Padulo Johnny
Shifts:
Professor:
Castelli Lucia
Group 6
Responsible
Lesson period
year
Course syllabus
The course covers the following topics, developed through the progressive integration of theoretical knowledge and practical applications:
1. Foundations of human movement teaching
Educational aims of human movement activity. Relationship between declarative and procedural knowledge. Observation, design, delivery, and evaluation of human movement activities. Relationship between task, participant, and context.
2. Body schema and sensory-perceptual processes
Construction and development of body schema. Role of sensory analysers in motor control. Body perception and awareness.
3. Posture, balance, and relaxation
Static and dynamic balance. Postural control. Whole-body and segmental relaxation. Design of activities for the perception and control of muscle tone.
4. Motor coordination
Fundamental movement patterns, motor skills, and dexterity. Eye-limb and intersegmental coordination. Variability and combination of motor actions.
5. Spatial organisation and laterality
Perception and use of space. Spatial orientation. Laterality and lateral dominance. Relationships among the body, objects, the environment, and other participants.
6. Temporal organisation and rhythm
Perception and structuring of time. Sequence, duration, speed, and rhythm. Spatiotemporal coordination and adaptation of movement to external stimuli.
7. Psychomotor behaviours
Relationships between motor development and affective, cognitive, and social dimensions. Behavioural self-regulation. Education through movement.
8. Teaching methods
Reproduction- and production-based teaching styles. Prescriptive and heuristic approaches. Principles of linear and nonlinear pedagogy. Selection of teaching styles according to objectives and participant characteristics.
9. Organisation of motor practice
Individual, pair, and group activities. Circuits, stations, obstacle courses, and problem-solving situations. Management of space, time, equipment, and groups.
10. Teaching design
Definition of objectives. Selection and organisation of content. Design of exercises, sequences, and teaching progressions. Principles of gradual progression, variability, and motor-task adaptation.
11. Laboratory activities
Design, experimentation, and delivery of motor activities using bodyweight exercises and small and large apparatus. Peer observation, feedback, and reflection on the activities undertaken.
1. Foundations of human movement teaching
Educational aims of human movement activity. Relationship between declarative and procedural knowledge. Observation, design, delivery, and evaluation of human movement activities. Relationship between task, participant, and context.
2. Body schema and sensory-perceptual processes
Construction and development of body schema. Role of sensory analysers in motor control. Body perception and awareness.
3. Posture, balance, and relaxation
Static and dynamic balance. Postural control. Whole-body and segmental relaxation. Design of activities for the perception and control of muscle tone.
4. Motor coordination
Fundamental movement patterns, motor skills, and dexterity. Eye-limb and intersegmental coordination. Variability and combination of motor actions.
5. Spatial organisation and laterality
Perception and use of space. Spatial orientation. Laterality and lateral dominance. Relationships among the body, objects, the environment, and other participants.
6. Temporal organisation and rhythm
Perception and structuring of time. Sequence, duration, speed, and rhythm. Spatiotemporal coordination and adaptation of movement to external stimuli.
7. Psychomotor behaviours
Relationships between motor development and affective, cognitive, and social dimensions. Behavioural self-regulation. Education through movement.
8. Teaching methods
Reproduction- and production-based teaching styles. Prescriptive and heuristic approaches. Principles of linear and nonlinear pedagogy. Selection of teaching styles according to objectives and participant characteristics.
9. Organisation of motor practice
Individual, pair, and group activities. Circuits, stations, obstacle courses, and problem-solving situations. Management of space, time, equipment, and groups.
10. Teaching design
Definition of objectives. Selection and organisation of content. Design of exercises, sequences, and teaching progressions. Principles of gradual progression, variability, and motor-task adaptation.
11. Laboratory activities
Design, experimentation, and delivery of motor activities using bodyweight exercises and small and large apparatus. Peer observation, feedback, and reflection on the activities undertaken.
Prerequisites for admission
A sound knowledge of the fundamentals of Human Movement Theory and Methodology and the Foundations of Physical Education is required to engage effectively with the course content.
Teaching methods
The course combines content delivery and interactive teaching through:
· interactive theoretical lectures introducing and discussing the conceptual and methodological foundations;
· practical laboratory sessions in the gym, aimed at applying knowledge and experimenting with exercise activities;
· individual and small-group exercises to design activities, sequences, and teaching progressions;
· cooperative-learning activities in which students design, deliver, and discuss the activities they have developed;
· observation and analysis of peer-led activities;
· discussion and feedback sessions guided by the lecturer.
Laboratory activities are organised according to an approach that integrates "doing" and "knowing". Practical experiences are accompanied by reflection-on-action and reflection-in-action, aimed at developing students' ability to justify teaching choices, interpret participants' responses, and modify activities in light of the observed outcomes.
Theoretical lessons primarily support the acquisition of knowledge and analytical skills; laboratory activities enable students to develop and demonstrate their ability to apply, design, deliver, adapt, and communicate.
Up to 10% of the course hours may be delivered remotely, synchronously or asynchronously, through content-delivery or interactive activities.
Attendance is compulsory in accordance with the Degree Programme Regulations.
· interactive theoretical lectures introducing and discussing the conceptual and methodological foundations;
· practical laboratory sessions in the gym, aimed at applying knowledge and experimenting with exercise activities;
· individual and small-group exercises to design activities, sequences, and teaching progressions;
· cooperative-learning activities in which students design, deliver, and discuss the activities they have developed;
· observation and analysis of peer-led activities;
· discussion and feedback sessions guided by the lecturer.
Laboratory activities are organised according to an approach that integrates "doing" and "knowing". Practical experiences are accompanied by reflection-on-action and reflection-in-action, aimed at developing students' ability to justify teaching choices, interpret participants' responses, and modify activities in light of the observed outcomes.
Theoretical lessons primarily support the acquisition of knowledge and analytical skills; laboratory activities enable students to develop and demonstrate their ability to apply, design, deliver, adapt, and communicate.
Up to 10% of the course hours may be delivered remotely, synchronously or asynchronously, through content-delivery or interactive activities.
Attendance is compulsory in accordance with the Degree Programme Regulations.
Teaching Resources
Required materials
Dugnani, S., Invernizzi, P.L., Longo, S., Mauro, F. (2015). Didattica del movimento umano. Volume 2: qualità utili per il controllo motorio. Milano: Carabà Universitaria.
Materials, handouts, and presentations made available by the teaching staff on the course online learning platform.
Supplementary materials
Invernizzi, P.L., Dugnani, S. (2014). Didattica del movimento umano. Volume 1: qualità utili per la salute. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L. (2014). Progettare in educazione fisica e nelle scienze motorie. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L., Mauro, F. (2018). L'educazione motoria rinnovata: suggerimenti per le buone pratiche nella scuola primaria. Milano: Carabà Universitaria.
Mantovani, B. (1991). Educazione fisica anni '90. Milano: Edi.Ermes. ISBN 978-8870510973.
Dugnani, S., Invernizzi, P.L., Longo, S., Mauro, F. (2015). Didattica del movimento umano. Volume 2: qualità utili per il controllo motorio. Milano: Carabà Universitaria.
Materials, handouts, and presentations made available by the teaching staff on the course online learning platform.
Supplementary materials
Invernizzi, P.L., Dugnani, S. (2014). Didattica del movimento umano. Volume 1: qualità utili per la salute. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L. (2014). Progettare in educazione fisica e nelle scienze motorie. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L., Mauro, F. (2018). L'educazione motoria rinnovata: suggerimenti per le buone pratiche nella scuola primaria. Milano: Carabà Universitaria.
Mantovani, B. (1991). Educazione fisica anni '90. Milano: Edi.Ermes. ISBN 978-8870510973.
Assessment methods and Criteria
The examination is designed to assess achievement of the learning outcomes through a practical laboratory assessment and a theoretical assessment.
Practical laboratory assessment
The practical assessment evaluates the ability to design, organise, and present a teaching activity or motor progression using bodyweight exercises and/or equipment.
In the assessment, students will be required to:
· define the objectives of the activity;
· select exercises consistent with the objectives;
· organise them into a well-reasoned progression;
· identify appropriate organisational methods and teaching styles;
· describe any adaptations required in relation to participant characteristics;
· use accurate technical and pedagogical terminology.
The assessment considers:
· alignment between objectives, content, and implementation methods;
· methodological soundness of the activity;
· appropriateness and gradual progression;
· ability to adapt the activities;
· ability to justify the choices made;
· clarity of presentation and appropriate use of discipline-specific terminology.
Theoretical assessment
The theoretical assessment evaluates knowledge and understanding of the course content and the ability to apply it to the analysis of teaching situations.
The assessment may consist of:
· a written test comprising closed-ended and/or short-answer questions;
· or an oral examination covering the topics in the syllabus and their application to teaching practice.
The assessment considers:
· accuracy and completeness of knowledge;
· ability to connect the different topics;
· ability to apply theoretical principles to practical situations;
· ability to reason and critically re-elaborate content;
· clarity of presentation and correct use of discipline-specific terminology.
Final grade
The final grade is awarded on a 30-point scale. To pass the examination, students must achieve a satisfactory standard in both components.
Grades are awarded according to the following general criteria:
· 18-21/30: essential knowledge and limited ability to apply it; the practical activity is overall adequate but not fully developed;
· 22-24/30: satisfactory knowledge and generally correct application of teaching principles;
· 25-27/30: sound knowledge, good analytical and design skills, and appropriate use of discipline-specific terminology;
· 28-30/30: in-depth knowledge, a strong ability to integrate theory and practice, and full autonomy in designing activities and justifying choices;
· 30/30 cum laude: outstanding performance, demonstrating complete command of the content, critical thinking, and relevant originality in developing the activity.
Practical laboratory assessment
The practical assessment evaluates the ability to design, organise, and present a teaching activity or motor progression using bodyweight exercises and/or equipment.
In the assessment, students will be required to:
· define the objectives of the activity;
· select exercises consistent with the objectives;
· organise them into a well-reasoned progression;
· identify appropriate organisational methods and teaching styles;
· describe any adaptations required in relation to participant characteristics;
· use accurate technical and pedagogical terminology.
The assessment considers:
· alignment between objectives, content, and implementation methods;
· methodological soundness of the activity;
· appropriateness and gradual progression;
· ability to adapt the activities;
· ability to justify the choices made;
· clarity of presentation and appropriate use of discipline-specific terminology.
Theoretical assessment
The theoretical assessment evaluates knowledge and understanding of the course content and the ability to apply it to the analysis of teaching situations.
The assessment may consist of:
· a written test comprising closed-ended and/or short-answer questions;
· or an oral examination covering the topics in the syllabus and their application to teaching practice.
The assessment considers:
· accuracy and completeness of knowledge;
· ability to connect the different topics;
· ability to apply theoretical principles to practical situations;
· ability to reason and critically re-elaborate content;
· clarity of presentation and correct use of discipline-specific terminology.
Final grade
The final grade is awarded on a 30-point scale. To pass the examination, students must achieve a satisfactory standard in both components.
Grades are awarded according to the following general criteria:
· 18-21/30: essential knowledge and limited ability to apply it; the practical activity is overall adequate but not fully developed;
· 22-24/30: satisfactory knowledge and generally correct application of teaching principles;
· 25-27/30: sound knowledge, good analytical and design skills, and appropriate use of discipline-specific terminology;
· 28-30/30: in-depth knowledge, a strong ability to integrate theory and practice, and full autonomy in designing activities and justifying choices;
· 30/30 cum laude: outstanding performance, demonstrating complete command of the content, critical thinking, and relevant originality in developing the activity.
M-EDF/02 - SPORT SCIENCES AND METHODOLOGY - University credits: 8
Technical-Practical Activities (ATP): 12 hours
Lessons: 42 hours
Lessons: 42 hours
Professor:
Rossi Carlo
Shifts:
Turno
Professor:
Rossi CarloGroup 7
Responsible
Lesson period
year
Course syllabus
The course covers the following topics, developed through the progressive integration of theoretical knowledge and practical applications:
1. Foundations of human movement teaching
Educational aims of human movement activity. Relationship between declarative and procedural knowledge. Observation, design, delivery, and evaluation of human movement activities. Relationship between task, participant, and context.
2. Body schema and sensory-perceptual processes
Construction and development of body schema. Role of sensory analysers in motor control. Body perception and awareness.
3. Posture, balance, and relaxation
Static and dynamic balance. Postural control. Whole-body and segmental relaxation. Design of activities for the perception and control of muscle tone.
4. Motor coordination
Fundamental movement patterns, motor skills, and dexterity. Eye-limb and intersegmental coordination. Variability and combination of motor actions.
5. Spatial organisation and laterality
Perception and use of space. Spatial orientation. Laterality and lateral dominance. Relationships among the body, objects, the environment, and other participants.
6. Temporal organisation and rhythm
Perception and structuring of time. Sequence, duration, speed, and rhythm. Spatiotemporal coordination and adaptation of movement to external stimuli.
7. Psychomotor behaviours
Relationships between motor development and affective, cognitive, and social dimensions. Behavioural self-regulation. Education through movement.
8. Teaching methods
Reproduction- and production-based teaching styles. Prescriptive and heuristic approaches. Principles of linear and nonlinear pedagogy. Selection of teaching styles according to objectives and participant characteristics.
9. Organisation of motor practice
Individual, pair, and group activities. Circuits, stations, obstacle courses, and problem-solving situations. Management of space, time, equipment, and groups.
10. Teaching design
Definition of objectives. Selection and organisation of content. Design of exercises, sequences, and teaching progressions. Principles of gradual progression, variability, and motor-task adaptation.
11. Laboratory activities
Design, experimentation, and delivery of motor activities using bodyweight exercises and small and large apparatus. Peer observation, feedback, and reflection on the activities undertaken.
1. Foundations of human movement teaching
Educational aims of human movement activity. Relationship between declarative and procedural knowledge. Observation, design, delivery, and evaluation of human movement activities. Relationship between task, participant, and context.
2. Body schema and sensory-perceptual processes
Construction and development of body schema. Role of sensory analysers in motor control. Body perception and awareness.
3. Posture, balance, and relaxation
Static and dynamic balance. Postural control. Whole-body and segmental relaxation. Design of activities for the perception and control of muscle tone.
4. Motor coordination
Fundamental movement patterns, motor skills, and dexterity. Eye-limb and intersegmental coordination. Variability and combination of motor actions.
5. Spatial organisation and laterality
Perception and use of space. Spatial orientation. Laterality and lateral dominance. Relationships among the body, objects, the environment, and other participants.
6. Temporal organisation and rhythm
Perception and structuring of time. Sequence, duration, speed, and rhythm. Spatiotemporal coordination and adaptation of movement to external stimuli.
7. Psychomotor behaviours
Relationships between motor development and affective, cognitive, and social dimensions. Behavioural self-regulation. Education through movement.
8. Teaching methods
Reproduction- and production-based teaching styles. Prescriptive and heuristic approaches. Principles of linear and nonlinear pedagogy. Selection of teaching styles according to objectives and participant characteristics.
9. Organisation of motor practice
Individual, pair, and group activities. Circuits, stations, obstacle courses, and problem-solving situations. Management of space, time, equipment, and groups.
10. Teaching design
Definition of objectives. Selection and organisation of content. Design of exercises, sequences, and teaching progressions. Principles of gradual progression, variability, and motor-task adaptation.
11. Laboratory activities
Design, experimentation, and delivery of motor activities using bodyweight exercises and small and large apparatus. Peer observation, feedback, and reflection on the activities undertaken.
Prerequisites for admission
A sound knowledge of the fundamentals of Human Movement Theory and Methodology and the Foundations of Physical Education is required to engage effectively with the course content.
Teaching methods
The course combines content delivery and interactive teaching through:
· interactive theoretical lectures introducing and discussing the conceptual and methodological foundations;
· practical laboratory sessions in the gym, aimed at applying knowledge and experimenting with exercise activities;
· individual and small-group exercises to design activities, sequences, and teaching progressions;
· cooperative-learning activities in which students design, deliver, and discuss the activities they have developed;
· observation and analysis of peer-led activities;
· discussion and feedback sessions guided by the lecturer.
Laboratory activities are organised according to an approach that integrates "doing" and "knowing". Practical experiences are accompanied by reflection-on-action and reflection-in-action, aimed at developing students' ability to justify teaching choices, interpret participants' responses, and modify activities in light of the observed outcomes.
Theoretical lessons primarily support the acquisition of knowledge and analytical skills; laboratory activities enable students to develop and demonstrate their ability to apply, design, deliver, adapt, and communicate.
Up to 10% of the course hours may be delivered remotely, synchronously or asynchronously, through content-delivery or interactive activities.
Attendance is compulsory in accordance with the Degree Programme Regulations.
· interactive theoretical lectures introducing and discussing the conceptual and methodological foundations;
· practical laboratory sessions in the gym, aimed at applying knowledge and experimenting with exercise activities;
· individual and small-group exercises to design activities, sequences, and teaching progressions;
· cooperative-learning activities in which students design, deliver, and discuss the activities they have developed;
· observation and analysis of peer-led activities;
· discussion and feedback sessions guided by the lecturer.
Laboratory activities are organised according to an approach that integrates "doing" and "knowing". Practical experiences are accompanied by reflection-on-action and reflection-in-action, aimed at developing students' ability to justify teaching choices, interpret participants' responses, and modify activities in light of the observed outcomes.
Theoretical lessons primarily support the acquisition of knowledge and analytical skills; laboratory activities enable students to develop and demonstrate their ability to apply, design, deliver, adapt, and communicate.
Up to 10% of the course hours may be delivered remotely, synchronously or asynchronously, through content-delivery or interactive activities.
Attendance is compulsory in accordance with the Degree Programme Regulations.
Teaching Resources
Required materials
Dugnani, S., Invernizzi, P.L., Longo, S., Mauro, F. (2015). Didattica del movimento umano. Volume 2: qualità utili per il controllo motorio. Milano: Carabà Universitaria.
Materials, handouts, and presentations made available by the teaching staff on the course online learning platform.
Supplementary materials
Invernizzi, P.L., Dugnani, S. (2014). Didattica del movimento umano. Volume 1: qualità utili per la salute. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L. (2014). Progettare in educazione fisica e nelle scienze motorie. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L., Mauro, F. (2018). L'educazione motoria rinnovata: suggerimenti per le buone pratiche nella scuola primaria. Milano: Carabà Universitaria.
Mantovani, B. (1991). Educazione fisica anni '90. Milano: Edi.Ermes. ISBN 978-8870510973.
Dugnani, S., Invernizzi, P.L., Longo, S., Mauro, F. (2015). Didattica del movimento umano. Volume 2: qualità utili per il controllo motorio. Milano: Carabà Universitaria.
Materials, handouts, and presentations made available by the teaching staff on the course online learning platform.
Supplementary materials
Invernizzi, P.L., Dugnani, S. (2014). Didattica del movimento umano. Volume 1: qualità utili per la salute. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L. (2014). Progettare in educazione fisica e nelle scienze motorie. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L., Mauro, F. (2018). L'educazione motoria rinnovata: suggerimenti per le buone pratiche nella scuola primaria. Milano: Carabà Universitaria.
Mantovani, B. (1991). Educazione fisica anni '90. Milano: Edi.Ermes. ISBN 978-8870510973.
Assessment methods and Criteria
The examination is designed to assess achievement of the learning outcomes through a practical laboratory assessment and a theoretical assessment.
Practical laboratory assessment
The practical assessment evaluates the ability to design, organise, and present a teaching activity or motor progression using bodyweight exercises and/or equipment.
In the assessment, students will be required to:
· define the objectives of the activity;
· select exercises consistent with the objectives;
· organise them into a well-reasoned progression;
· identify appropriate organisational methods and teaching styles;
· describe any adaptations required in relation to participant characteristics;
· use accurate technical and pedagogical terminology.
The assessment considers:
· alignment between objectives, content, and implementation methods;
· methodological soundness of the activity;
· appropriateness and gradual progression;
· ability to adapt the activities;
· ability to justify the choices made;
· clarity of presentation and appropriate use of discipline-specific terminology.
Theoretical assessment
The theoretical assessment evaluates knowledge and understanding of the course content and the ability to apply it to the analysis of teaching situations.
The assessment may consist of:
· a written test comprising closed-ended and/or short-answer questions;
· or an oral examination covering the topics in the syllabus and their application to teaching practice.
The assessment considers:
· accuracy and completeness of knowledge;
· ability to connect the different topics;
· ability to apply theoretical principles to practical situations;
· ability to reason and critically re-elaborate content;
· clarity of presentation and correct use of discipline-specific terminology.
Final grade
The final grade is awarded on a 30-point scale. To pass the examination, students must achieve a satisfactory standard in both components.
Grades are awarded according to the following general criteria:
· 18-21/30: essential knowledge and limited ability to apply it; the practical activity is overall adequate but not fully developed;
· 22-24/30: satisfactory knowledge and generally correct application of teaching principles;
· 25-27/30: sound knowledge, good analytical and design skills, and appropriate use of discipline-specific terminology;
· 28-30/30: in-depth knowledge, a strong ability to integrate theory and practice, and full autonomy in designing activities and justifying choices;
· 30/30 cum laude: outstanding performance, demonstrating complete command of the content, critical thinking, and relevant originality in developing the activity.
Practical laboratory assessment
The practical assessment evaluates the ability to design, organise, and present a teaching activity or motor progression using bodyweight exercises and/or equipment.
In the assessment, students will be required to:
· define the objectives of the activity;
· select exercises consistent with the objectives;
· organise them into a well-reasoned progression;
· identify appropriate organisational methods and teaching styles;
· describe any adaptations required in relation to participant characteristics;
· use accurate technical and pedagogical terminology.
The assessment considers:
· alignment between objectives, content, and implementation methods;
· methodological soundness of the activity;
· appropriateness and gradual progression;
· ability to adapt the activities;
· ability to justify the choices made;
· clarity of presentation and appropriate use of discipline-specific terminology.
Theoretical assessment
The theoretical assessment evaluates knowledge and understanding of the course content and the ability to apply it to the analysis of teaching situations.
The assessment may consist of:
· a written test comprising closed-ended and/or short-answer questions;
· or an oral examination covering the topics in the syllabus and their application to teaching practice.
The assessment considers:
· accuracy and completeness of knowledge;
· ability to connect the different topics;
· ability to apply theoretical principles to practical situations;
· ability to reason and critically re-elaborate content;
· clarity of presentation and correct use of discipline-specific terminology.
Final grade
The final grade is awarded on a 30-point scale. To pass the examination, students must achieve a satisfactory standard in both components.
Grades are awarded according to the following general criteria:
· 18-21/30: essential knowledge and limited ability to apply it; the practical activity is overall adequate but not fully developed;
· 22-24/30: satisfactory knowledge and generally correct application of teaching principles;
· 25-27/30: sound knowledge, good analytical and design skills, and appropriate use of discipline-specific terminology;
· 28-30/30: in-depth knowledge, a strong ability to integrate theory and practice, and full autonomy in designing activities and justifying choices;
· 30/30 cum laude: outstanding performance, demonstrating complete command of the content, critical thinking, and relevant originality in developing the activity.
M-EDF/02 - SPORT SCIENCES AND METHODOLOGY - University credits: 8
Technical-Practical Activities (ATP): 12 hours
Lessons: 42 hours
Lessons: 42 hours
Professor:
Rossi Carlo
Shifts:
Turno
Professor:
Rossi CarloGroup 8
Responsible
Lesson period
year
Course syllabus
The course covers the following topics, developed through the progressive integration of theoretical knowledge and practical applications:
1. Foundations of human movement teaching
Educational aims of human movement activity. Relationship between declarative and procedural knowledge. Observation, design, delivery, and evaluation of human movement activities. Relationship between task, participant, and context.
2. Body schema and sensory-perceptual processes
Construction and development of body schema. Role of sensory analysers in motor control. Body perception and awareness.
3. Posture, balance, and relaxation
Static and dynamic balance. Postural control. Whole-body and segmental relaxation. Design of activities for the perception and control of muscle tone.
4. Motor coordination
Fundamental movement patterns, motor skills, and dexterity. Eye-limb and intersegmental coordination. Variability and combination of motor actions.
5. Spatial organisation and laterality
Perception and use of space. Spatial orientation. Laterality and lateral dominance. Relationships among the body, objects, the environment, and other participants.
6. Temporal organisation and rhythm
Perception and structuring of time. Sequence, duration, speed, and rhythm. Spatiotemporal coordination and adaptation of movement to external stimuli.
7. Psychomotor behaviours
Relationships between motor development and affective, cognitive, and social dimensions. Behavioural self-regulation. Education through movement.
8. Teaching methods
Reproduction- and production-based teaching styles. Prescriptive and heuristic approaches. Principles of linear and nonlinear pedagogy. Selection of teaching styles according to objectives and participant characteristics.
9. Organisation of motor practice
Individual, pair, and group activities. Circuits, stations, obstacle courses, and problem-solving situations. Management of space, time, equipment, and groups.
10. Teaching design
Definition of objectives. Selection and organisation of content. Design of exercises, sequences, and teaching progressions. Principles of gradual progression, variability, and motor-task adaptation.
11. Laboratory activities
Design, experimentation, and delivery of motor activities using bodyweight exercises and small and large apparatus. Peer observation, feedback, and reflection on the activities undertaken.
1. Foundations of human movement teaching
Educational aims of human movement activity. Relationship between declarative and procedural knowledge. Observation, design, delivery, and evaluation of human movement activities. Relationship between task, participant, and context.
2. Body schema and sensory-perceptual processes
Construction and development of body schema. Role of sensory analysers in motor control. Body perception and awareness.
3. Posture, balance, and relaxation
Static and dynamic balance. Postural control. Whole-body and segmental relaxation. Design of activities for the perception and control of muscle tone.
4. Motor coordination
Fundamental movement patterns, motor skills, and dexterity. Eye-limb and intersegmental coordination. Variability and combination of motor actions.
5. Spatial organisation and laterality
Perception and use of space. Spatial orientation. Laterality and lateral dominance. Relationships among the body, objects, the environment, and other participants.
6. Temporal organisation and rhythm
Perception and structuring of time. Sequence, duration, speed, and rhythm. Spatiotemporal coordination and adaptation of movement to external stimuli.
7. Psychomotor behaviours
Relationships between motor development and affective, cognitive, and social dimensions. Behavioural self-regulation. Education through movement.
8. Teaching methods
Reproduction- and production-based teaching styles. Prescriptive and heuristic approaches. Principles of linear and nonlinear pedagogy. Selection of teaching styles according to objectives and participant characteristics.
9. Organisation of motor practice
Individual, pair, and group activities. Circuits, stations, obstacle courses, and problem-solving situations. Management of space, time, equipment, and groups.
10. Teaching design
Definition of objectives. Selection and organisation of content. Design of exercises, sequences, and teaching progressions. Principles of gradual progression, variability, and motor-task adaptation.
11. Laboratory activities
Design, experimentation, and delivery of motor activities using bodyweight exercises and small and large apparatus. Peer observation, feedback, and reflection on the activities undertaken.
Prerequisites for admission
A sound knowledge of the fundamentals of Human Movement Theory and Methodology and the Foundations of Physical Education is required to engage effectively with the course content.
Teaching methods
The course combines content delivery and interactive teaching through:
· interactive theoretical lectures introducing and discussing the conceptual and methodological foundations;
· practical laboratory sessions in the gym, aimed at applying knowledge and experimenting with exercise activities;
· individual and small-group exercises to design activities, sequences, and teaching progressions;
· cooperative-learning activities in which students design, deliver, and discuss the activities they have developed;
· observation and analysis of peer-led activities;
· discussion and feedback sessions guided by the lecturer.
Laboratory activities are organised according to an approach that integrates "doing" and "knowing". Practical experiences are accompanied by reflection-on-action and reflection-in-action, aimed at developing students' ability to justify teaching choices, interpret participants' responses, and modify activities in light of the observed outcomes.
Theoretical lessons primarily support the acquisition of knowledge and analytical skills; laboratory activities enable students to develop and demonstrate their ability to apply, design, deliver, adapt, and communicate.
Up to 10% of the course hours may be delivered remotely, synchronously or asynchronously, through content-delivery or interactive activities.
Attendance is compulsory in accordance with the Degree Programme Regulations.
· interactive theoretical lectures introducing and discussing the conceptual and methodological foundations;
· practical laboratory sessions in the gym, aimed at applying knowledge and experimenting with exercise activities;
· individual and small-group exercises to design activities, sequences, and teaching progressions;
· cooperative-learning activities in which students design, deliver, and discuss the activities they have developed;
· observation and analysis of peer-led activities;
· discussion and feedback sessions guided by the lecturer.
Laboratory activities are organised according to an approach that integrates "doing" and "knowing". Practical experiences are accompanied by reflection-on-action and reflection-in-action, aimed at developing students' ability to justify teaching choices, interpret participants' responses, and modify activities in light of the observed outcomes.
Theoretical lessons primarily support the acquisition of knowledge and analytical skills; laboratory activities enable students to develop and demonstrate their ability to apply, design, deliver, adapt, and communicate.
Up to 10% of the course hours may be delivered remotely, synchronously or asynchronously, through content-delivery or interactive activities.
Attendance is compulsory in accordance with the Degree Programme Regulations.
Teaching Resources
Required materials
Dugnani, S., Invernizzi, P.L., Longo, S., Mauro, F. (2015). Didattica del movimento umano. Volume 2: qualità utili per il controllo motorio. Milano: Carabà Universitaria.
Materials, handouts, and presentations made available by the teaching staff on the course online learning platform.
Supplementary materials
Invernizzi, P.L., Dugnani, S. (2014). Didattica del movimento umano. Volume 1: qualità utili per la salute. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L. (2014). Progettare in educazione fisica e nelle scienze motorie. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L., Mauro, F. (2018). L'educazione motoria rinnovata: suggerimenti per le buone pratiche nella scuola primaria. Milano: Carabà Universitaria.
Mantovani, B. (1991). Educazione fisica anni '90. Milano: Edi.Ermes. ISBN 978-8870510973.
Dugnani, S., Invernizzi, P.L., Longo, S., Mauro, F. (2015). Didattica del movimento umano. Volume 2: qualità utili per il controllo motorio. Milano: Carabà Universitaria.
Materials, handouts, and presentations made available by the teaching staff on the course online learning platform.
Supplementary materials
Invernizzi, P.L., Dugnani, S. (2014). Didattica del movimento umano. Volume 1: qualità utili per la salute. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L. (2014). Progettare in educazione fisica e nelle scienze motorie. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L., Mauro, F. (2018). L'educazione motoria rinnovata: suggerimenti per le buone pratiche nella scuola primaria. Milano: Carabà Universitaria.
Mantovani, B. (1991). Educazione fisica anni '90. Milano: Edi.Ermes. ISBN 978-8870510973.
Assessment methods and Criteria
The examination is designed to assess achievement of the learning outcomes through a practical laboratory assessment and a theoretical assessment.
Practical laboratory assessment
The practical assessment evaluates the ability to design, organise, and present a teaching activity or motor progression using bodyweight exercises and/or equipment.
In the assessment, students will be required to:
· define the objectives of the activity;
· select exercises consistent with the objectives;
· organise them into a well-reasoned progression;
· identify appropriate organisational methods and teaching styles;
· describe any adaptations required in relation to participant characteristics;
· use accurate technical and pedagogical terminology.
The assessment considers:
· alignment between objectives, content, and implementation methods;
· methodological soundness of the activity;
· appropriateness and gradual progression;
· ability to adapt the activities;
· ability to justify the choices made;
· clarity of presentation and appropriate use of discipline-specific terminology.
Theoretical assessment
The theoretical assessment evaluates knowledge and understanding of the course content and the ability to apply it to the analysis of teaching situations.
The assessment may consist of:
· a written test comprising closed-ended and/or short-answer questions;
· or an oral examination covering the topics in the syllabus and their application to teaching practice.
The assessment considers:
· accuracy and completeness of knowledge;
· ability to connect the different topics;
· ability to apply theoretical principles to practical situations;
· ability to reason and critically re-elaborate content;
· clarity of presentation and correct use of discipline-specific terminology.
Final grade
The final grade is awarded on a 30-point scale. To pass the examination, students must achieve a satisfactory standard in both components.
Grades are awarded according to the following general criteria:
· 18-21/30: essential knowledge and limited ability to apply it; the practical activity is overall adequate but not fully developed;
· 22-24/30: satisfactory knowledge and generally correct application of teaching principles;
· 25-27/30: sound knowledge, good analytical and design skills, and appropriate use of discipline-specific terminology;
· 28-30/30: in-depth knowledge, a strong ability to integrate theory and practice, and full autonomy in designing activities and justifying choices;
· 30/30 cum laude: outstanding performance, demonstrating complete command of the content, critical thinking, and relevant originality in developing the activity.
Practical laboratory assessment
The practical assessment evaluates the ability to design, organise, and present a teaching activity or motor progression using bodyweight exercises and/or equipment.
In the assessment, students will be required to:
· define the objectives of the activity;
· select exercises consistent with the objectives;
· organise them into a well-reasoned progression;
· identify appropriate organisational methods and teaching styles;
· describe any adaptations required in relation to participant characteristics;
· use accurate technical and pedagogical terminology.
The assessment considers:
· alignment between objectives, content, and implementation methods;
· methodological soundness of the activity;
· appropriateness and gradual progression;
· ability to adapt the activities;
· ability to justify the choices made;
· clarity of presentation and appropriate use of discipline-specific terminology.
Theoretical assessment
The theoretical assessment evaluates knowledge and understanding of the course content and the ability to apply it to the analysis of teaching situations.
The assessment may consist of:
· a written test comprising closed-ended and/or short-answer questions;
· or an oral examination covering the topics in the syllabus and their application to teaching practice.
The assessment considers:
· accuracy and completeness of knowledge;
· ability to connect the different topics;
· ability to apply theoretical principles to practical situations;
· ability to reason and critically re-elaborate content;
· clarity of presentation and correct use of discipline-specific terminology.
Final grade
The final grade is awarded on a 30-point scale. To pass the examination, students must achieve a satisfactory standard in both components.
Grades are awarded according to the following general criteria:
· 18-21/30: essential knowledge and limited ability to apply it; the practical activity is overall adequate but not fully developed;
· 22-24/30: satisfactory knowledge and generally correct application of teaching principles;
· 25-27/30: sound knowledge, good analytical and design skills, and appropriate use of discipline-specific terminology;
· 28-30/30: in-depth knowledge, a strong ability to integrate theory and practice, and full autonomy in designing activities and justifying choices;
· 30/30 cum laude: outstanding performance, demonstrating complete command of the content, critical thinking, and relevant originality in developing the activity.
M-EDF/02 - SPORT SCIENCES AND METHODOLOGY - University credits: 8
Technical-Practical Activities (ATP): 12 hours
Lessons: 42 hours
Lessons: 42 hours
Professor:
Rossi Carlo
Shifts:
Turno
Professor:
Rossi CarloGroup 9
Responsible
Lesson period
year
Course syllabus
The course covers the following topics, developed through the progressive integration of theoretical knowledge and practical applications:
1. Foundations of human movement teaching
Educational aims of human movement activity. Relationship between declarative and procedural knowledge. Observation, design, delivery, and evaluation of human movement activities. Relationship between task, participant, and context.
2. Body schema and sensory-perceptual processes
Construction and development of body schema. Role of sensory analysers in motor control. Body perception and awareness.
3. Posture, balance, and relaxation
Static and dynamic balance. Postural control. Whole-body and segmental relaxation. Design of activities for the perception and control of muscle tone.
4. Motor coordination
Fundamental movement patterns, motor skills, and dexterity. Eye-limb and intersegmental coordination. Variability and combination of motor actions.
5. Spatial organisation and laterality
Perception and use of space. Spatial orientation. Laterality and lateral dominance. Relationships among the body, objects, the environment, and other participants.
6. Temporal organisation and rhythm
Perception and structuring of time. Sequence, duration, speed, and rhythm. Spatiotemporal coordination and adaptation of movement to external stimuli.
7. Psychomotor behaviours
Relationships between motor development and affective, cognitive, and social dimensions. Behavioural self-regulation. Education through movement.
8. Teaching methods
Reproduction- and production-based teaching styles. Prescriptive and heuristic approaches. Principles of linear and nonlinear pedagogy. Selection of teaching styles according to objectives and participant characteristics.
9. Organisation of motor practice
Individual, pair, and group activities. Circuits, stations, obstacle courses, and problem-solving situations. Management of space, time, equipment, and groups.
10. Teaching design
Definition of objectives. Selection and organisation of content. Design of exercises, sequences, and teaching progressions. Principles of gradual progression, variability, and motor-task adaptation.
11. Laboratory activities
Design, experimentation, and delivery of motor activities using bodyweight exercises and small and large apparatus. Peer observation, feedback, and reflection on the activities undertaken.
1. Foundations of human movement teaching
Educational aims of human movement activity. Relationship between declarative and procedural knowledge. Observation, design, delivery, and evaluation of human movement activities. Relationship between task, participant, and context.
2. Body schema and sensory-perceptual processes
Construction and development of body schema. Role of sensory analysers in motor control. Body perception and awareness.
3. Posture, balance, and relaxation
Static and dynamic balance. Postural control. Whole-body and segmental relaxation. Design of activities for the perception and control of muscle tone.
4. Motor coordination
Fundamental movement patterns, motor skills, and dexterity. Eye-limb and intersegmental coordination. Variability and combination of motor actions.
5. Spatial organisation and laterality
Perception and use of space. Spatial orientation. Laterality and lateral dominance. Relationships among the body, objects, the environment, and other participants.
6. Temporal organisation and rhythm
Perception and structuring of time. Sequence, duration, speed, and rhythm. Spatiotemporal coordination and adaptation of movement to external stimuli.
7. Psychomotor behaviours
Relationships between motor development and affective, cognitive, and social dimensions. Behavioural self-regulation. Education through movement.
8. Teaching methods
Reproduction- and production-based teaching styles. Prescriptive and heuristic approaches. Principles of linear and nonlinear pedagogy. Selection of teaching styles according to objectives and participant characteristics.
9. Organisation of motor practice
Individual, pair, and group activities. Circuits, stations, obstacle courses, and problem-solving situations. Management of space, time, equipment, and groups.
10. Teaching design
Definition of objectives. Selection and organisation of content. Design of exercises, sequences, and teaching progressions. Principles of gradual progression, variability, and motor-task adaptation.
11. Laboratory activities
Design, experimentation, and delivery of motor activities using bodyweight exercises and small and large apparatus. Peer observation, feedback, and reflection on the activities undertaken.
Prerequisites for admission
A sound knowledge of the fundamentals of Human Movement Theory and Methodology and the Foundations of Physical Education is required to engage effectively with the course content.
Teaching methods
The course combines content delivery and interactive teaching through:
· interactive theoretical lectures introducing and discussing the conceptual and methodological foundations;
· practical laboratory sessions in the gym, aimed at applying knowledge and experimenting with exercise activities;
· individual and small-group exercises to design activities, sequences, and teaching progressions;
· cooperative-learning activities in which students design, deliver, and discuss the activities they have developed;
· observation and analysis of peer-led activities;
· discussion and feedback sessions guided by the lecturer.
Laboratory activities are organised according to an approach that integrates "doing" and "knowing". Practical experiences are accompanied by reflection-on-action and reflection-in-action, aimed at developing students' ability to justify teaching choices, interpret participants' responses, and modify activities in light of the observed outcomes.
Theoretical lessons primarily support the acquisition of knowledge and analytical skills; laboratory activities enable students to develop and demonstrate their ability to apply, design, deliver, adapt, and communicate.
Up to 10% of the course hours may be delivered remotely, synchronously or asynchronously, through content-delivery or interactive activities.
Attendance is compulsory in accordance with the Degree Programme Regulations.
· interactive theoretical lectures introducing and discussing the conceptual and methodological foundations;
· practical laboratory sessions in the gym, aimed at applying knowledge and experimenting with exercise activities;
· individual and small-group exercises to design activities, sequences, and teaching progressions;
· cooperative-learning activities in which students design, deliver, and discuss the activities they have developed;
· observation and analysis of peer-led activities;
· discussion and feedback sessions guided by the lecturer.
Laboratory activities are organised according to an approach that integrates "doing" and "knowing". Practical experiences are accompanied by reflection-on-action and reflection-in-action, aimed at developing students' ability to justify teaching choices, interpret participants' responses, and modify activities in light of the observed outcomes.
Theoretical lessons primarily support the acquisition of knowledge and analytical skills; laboratory activities enable students to develop and demonstrate their ability to apply, design, deliver, adapt, and communicate.
Up to 10% of the course hours may be delivered remotely, synchronously or asynchronously, through content-delivery or interactive activities.
Attendance is compulsory in accordance with the Degree Programme Regulations.
Teaching Resources
Required materials
Dugnani, S., Invernizzi, P.L., Longo, S., Mauro, F. (2015). Didattica del movimento umano. Volume 2: qualità utili per il controllo motorio. Milano: Carabà Universitaria.
Materials, handouts, and presentations made available by the teaching staff on the course online learning platform.
Supplementary materials
Invernizzi, P.L., Dugnani, S. (2014). Didattica del movimento umano. Volume 1: qualità utili per la salute. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L. (2014). Progettare in educazione fisica e nelle scienze motorie. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L., Mauro, F. (2018). L'educazione motoria rinnovata: suggerimenti per le buone pratiche nella scuola primaria. Milano: Carabà Universitaria.
Mantovani, B. (1991). Educazione fisica anni '90. Milano: Edi.Ermes. ISBN 978-8870510973.
Dugnani, S., Invernizzi, P.L., Longo, S., Mauro, F. (2015). Didattica del movimento umano. Volume 2: qualità utili per il controllo motorio. Milano: Carabà Universitaria.
Materials, handouts, and presentations made available by the teaching staff on the course online learning platform.
Supplementary materials
Invernizzi, P.L., Dugnani, S. (2014). Didattica del movimento umano. Volume 1: qualità utili per la salute. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L. (2014). Progettare in educazione fisica e nelle scienze motorie. Milano: Carabà Universitaria.
Dugnani, S., Invernizzi, P.L., Mauro, F. (2018). L'educazione motoria rinnovata: suggerimenti per le buone pratiche nella scuola primaria. Milano: Carabà Universitaria.
Mantovani, B. (1991). Educazione fisica anni '90. Milano: Edi.Ermes. ISBN 978-8870510973.
Assessment methods and Criteria
The examination is designed to assess achievement of the learning outcomes through a practical laboratory assessment and a theoretical assessment.
Practical laboratory assessment
The practical assessment evaluates the ability to design, organise, and present a teaching activity or motor progression using bodyweight exercises and/or equipment.
In the assessment, students will be required to:
· define the objectives of the activity;
· select exercises consistent with the objectives;
· organise them into a well-reasoned progression;
· identify appropriate organisational methods and teaching styles;
· describe any adaptations required in relation to participant characteristics;
· use accurate technical and pedagogical terminology.
The assessment considers:
· alignment between objectives, content, and implementation methods;
· methodological soundness of the activity;
· appropriateness and gradual progression;
· ability to adapt the activities;
· ability to justify the choices made;
· clarity of presentation and appropriate use of discipline-specific terminology.
Theoretical assessment
The theoretical assessment evaluates knowledge and understanding of the course content and the ability to apply it to the analysis of teaching situations.
The assessment may consist of:
· a written test comprising closed-ended and/or short-answer questions;
· or an oral examination covering the topics in the syllabus and their application to teaching practice.
The assessment considers:
· accuracy and completeness of knowledge;
· ability to connect the different topics;
· ability to apply theoretical principles to practical situations;
· ability to reason and critically re-elaborate content;
· clarity of presentation and correct use of discipline-specific terminology.
Final grade
The final grade is awarded on a 30-point scale. To pass the examination, students must achieve a satisfactory standard in both components.
Grades are awarded according to the following general criteria:
· 18-21/30: essential knowledge and limited ability to apply it; the practical activity is overall adequate but not fully developed;
· 22-24/30: satisfactory knowledge and generally correct application of teaching principles;
· 25-27/30: sound knowledge, good analytical and design skills, and appropriate use of discipline-specific terminology;
· 28-30/30: in-depth knowledge, a strong ability to integrate theory and practice, and full autonomy in designing activities and justifying choices;
· 30/30 cum laude: outstanding performance, demonstrating complete command of the content, critical thinking, and relevant originality in developing the activity.
Practical laboratory assessment
The practical assessment evaluates the ability to design, organise, and present a teaching activity or motor progression using bodyweight exercises and/or equipment.
In the assessment, students will be required to:
· define the objectives of the activity;
· select exercises consistent with the objectives;
· organise them into a well-reasoned progression;
· identify appropriate organisational methods and teaching styles;
· describe any adaptations required in relation to participant characteristics;
· use accurate technical and pedagogical terminology.
The assessment considers:
· alignment between objectives, content, and implementation methods;
· methodological soundness of the activity;
· appropriateness and gradual progression;
· ability to adapt the activities;
· ability to justify the choices made;
· clarity of presentation and appropriate use of discipline-specific terminology.
Theoretical assessment
The theoretical assessment evaluates knowledge and understanding of the course content and the ability to apply it to the analysis of teaching situations.
The assessment may consist of:
· a written test comprising closed-ended and/or short-answer questions;
· or an oral examination covering the topics in the syllabus and their application to teaching practice.
The assessment considers:
· accuracy and completeness of knowledge;
· ability to connect the different topics;
· ability to apply theoretical principles to practical situations;
· ability to reason and critically re-elaborate content;
· clarity of presentation and correct use of discipline-specific terminology.
Final grade
The final grade is awarded on a 30-point scale. To pass the examination, students must achieve a satisfactory standard in both components.
Grades are awarded according to the following general criteria:
· 18-21/30: essential knowledge and limited ability to apply it; the practical activity is overall adequate but not fully developed;
· 22-24/30: satisfactory knowledge and generally correct application of teaching principles;
· 25-27/30: sound knowledge, good analytical and design skills, and appropriate use of discipline-specific terminology;
· 28-30/30: in-depth knowledge, a strong ability to integrate theory and practice, and full autonomy in designing activities and justifying choices;
· 30/30 cum laude: outstanding performance, demonstrating complete command of the content, critical thinking, and relevant originality in developing the activity.
M-EDF/02 - SPORT SCIENCES AND METHODOLOGY - University credits: 8
Technical-Practical Activities (ATP): 12 hours
Lessons: 42 hours
Lessons: 42 hours
Professor(s)