ITALIAN JOURNAL OF HEALTH EDUCATION, SPORTS AND INCLUSIVE DIDACTICS
Not a member yet
636 research outputs found
Sort by
FEEDBACK AS A GUIDING DISPOSITIVE
Full text linkThe risk society demands adaptive competencies grounded in the development of balanced evaluative habits. Within this framework, rigorous and reflective assessment—understood as a formative tool—may help regulate both learning and teaching. Feedback becomes a key dispositive for enhancing performance and fostering self-regulation, thereby supporting Deweyan adaptation. The promotion of self-, peer-, and internal feedback may contribute to improved learning outcomes and overall well-being
WELL-BEING, DIVERSITY AND SUSTAINABILITY: PEDAGOGICAL PARADIGMS FOR TRANSFORMATIVE EDUCATION
Full text linkQuesto contributo esplora l'urgente necessità di un ripensamento pedagogico basato su una prospettiva ecologica e inclusiva, capace di restituire all'educazione la sua funzione generativa e trasformativa. L'analisi intreccia tre filoni: l'ecologia delle emozioni e della conoscenza, i riscaldamenti narrativi in natura come dispositivo biofilico per l'attivazione cognitivo-emotiva, e l'educazione all'aria aperta come paradigma olistico che promuove il benessere, la cittadinanza ecologica e la valorizzazione delle differenze. Da queste traiettorie emerge un modello formativo che assume la complessità come chiave epistemologica e la cura come principio etico-politico, delineando una scuola capace di rigenerarsi come comunità educativa democratica e sostenibile
THIS IS NATURE, NOT AN AMUSEMENT PARK: ATTRITION OF NATURE KNOWLEDGE AND NATURE VOCABULARY AMONG CHILDREN DUE TO URBANIZATION AND DECLINE OF BIODIVERSITY. PEDAGOGICAL PERSPECTIVES
Full text linkRecent studies indicate a connection between species disappearance, urbanization, and a reduction in nature knowledge and vocabulary. While this area of research is still developing, evidence suggests a decline in the transmission of nature-related knowledge across generations, which may also lead to a decrease in relevant nature vocabulary among younger people. In response to these challenges, educational approaches may increasingly focus on investigating nature’s intangible heritage and language
LOST IN TRANSITION OR LOST IN TRANSLATION? WHAT PHYSICAL LITERACY LACKS
Full text linkThe paper examines the cultural evolution of the meaning of the body through the major thinkers of modernity and postmodernity, relating this evolution to the new stimuli arising from the knowledge produced by the Fourth Industrial Revolution. If we want to redefine the concept of the body from a monistic, unitary perspective, as Whitehead advocates, rather than from a dualistic, divisive one, as is often the case in the current narrative, those responsible for this change need to undergo training that incorporates these ideas. To achieve this, it is essential that those guiding this cultural shift, particularly physical education teachers, receive adequate training. This training should not be limited to Physical Literacy but should also include philosophical and humanistic subjects. This approach could bridge the gap with the bio-health and performance-oriented focus that currently dominates academic training programs
THE ROLE OF PHYSICAL LITERACY IN THE DEVELOPMENT OF MOTOR COMPETENCES AND COGNITIVE FUNCTIONS AMONG SCHOOL-AGE CHILDREN
Full text linkThe engagement in physical activity (PA) throughout childhood significantly contributes to cognitive, social, and physical development of children. To foster sustained participation in physical activity, school has been identified as optimal environment for promoting an active lifestyle and mitigating sedentary tendencies while enhancing children's cognitive capabilities. The aim of the current investigation was to examine the efficacy of a Physical Activity program focused on physical literacy (PL) on the enhancement of motor competence and cognitive function among children. The results show that PL promotes the cognitive, motor and social skills needed to engage in physical activities and achieve academic success
THE BODY AS A KNOWLEDGE DEVICE: EDUCATING TO CORPOREITY, EDUCATING TO AFFECTIVITY
Full text linkThe contribution starts from a reflection on the didactic design aimed at the promotion of Affective Education at a Secondary School of First Grade in Fabriano, with respect to the possible repercussions in didactic practice and the possible implications with respect to Physical Literacy, with a methodological focus on the HDW Workshop, used for classroom activities and based on corporeity for the activation of mental, emotional and cognitive processes
A REVIEW OF THE ADVP METHOD IN THE LIGHT OF THE NEUROEDUCATIONAL PERSPECTIVE
Full text linkThis paper revisits the ADVP model (Pelletier et al., 1974) through the lens of neuroeducation. It elucidates the connection between specific cognitive functions and the mental processes activated by students during career decision-making. The revised model aligns with the concept of the teaching brain (Gola, 2024), guiding educators in designing teaching–learning processes that, akin to the UDL framework, foster student agency, encouraging reflection, authentic engagement, and strategic decision-making
CINEMA AND AUDIOVISUAL MEDIA AS EMBODIED EXPERIENCE: APPLICATIONS IN EDUCATIONAL SETTINGS
Full text linkThis contribution explores the potential of cinema as an integrated and inclusive learning tool, enhancing the student's bodily and emotional involvement. Drawing on neuroscience and Embodied Cognitive Science, it proposes an educational intervention that promotes critical, creative and relational skills through viewing, analysis and audio-visual production.
TOWARDS 2030: ASVIS AND ISTAT DATA AS AN URGENT CALL FOR INCLUSIVE, SUSTAINABLE, AND QUALITY EDUCATION IN LINE WITH GOAL 4
Full text linkStarting from a critical analysis of ASviS (2024) and ISTAT (2023) data, this paper offers a reflection on the significant challenges facing the Italian education system, such as high dropout rates, insufficient lifelong learning opportunities, and serious gaps in digital competencies. Following Pellerey’s (2019) pedagogical perspective, it is essential to adopt integrated educational strategies that foster cognitive, socio-emotional, and metacognitive skills—key to effectively supporting the ongoing digital and ecological transitions (Ali, Sorrentino, & Martiniello, 2023). There is, therefore, an urgent need for a structural educational intervention capable of engaging schools and universities synergistically, in order to ensure quality, inclusiveness, and sustainability in education (Rivoltella, 2024)
THEATRICAL PRACTICES TO PROMOTE RELATIONSHIPS IN A DIGITAL SOCIETY: NEW PERSPECTIVES IN EDUCATION
Full text linkAI in education enables personalized learning paths but cannot replicate key aspects of the human experience. Pedagogical research highlights the importance of interaction and emotional engagement in the learning process. Theatre, as an educational tool, draws on the Embodied Mind theory to enhance the bodily and relational dimensions of learning. This study analyzes the impact of theatrical practices in teaching, fostering creative and artistic-expressive skills, emotional regulation, and relational competencies