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Motor Education in Primary School: Assessment of Basic Motor Skills
No full textThe Recent Educational Legislation, by introducing the role of the specialized teacher for the subject of Physical
Education in the fourth and fifth grades of primary school, embraces and institutionalizes the suggestions of current neuroscientific
literature that demonstrates how physical activity contributes, in a holistic and significant manner, to a harmonious and balanced
psychophysical development of the child. This study aims to verify the qualitative and quantitative improvement levels of basic motor
skills in a convenience sample of 75 children (M = 33; F = 42), aged between 7 and 11 years, after a motor activity treatment, through
the administration of the Mobak 3-4 Test. Considering that the individual qualitative and quantitative motor repertoire showing
moderate improvements for the experimental group and moderate improvements for the control group, it is possible to confirm that
regular sports practice positively impacts the improvement of basic motor skills not only in subjects who habitually engage in sports
activities but also in those who usually do not practice sports
Motor activity, handwriting and perception of bodily experience. Exploratory investigation
No full textClose contact with touch devices, on the one hand, promotes smart
interaction with the virtual world, on the other, risks contracting the
vitality of the body. This study represents a preliminary phase of an
exploratory investigation, conducted with a sample of 60 children
aged 10 and 11 years and investigates the relationship between
lifestyle, manual writing ability and perception of self-esteem in
relation to bodily experience, suggesting the need to protect and
promote rich and significant motor experiences
The body as a vector of knowledge: the psychomotor approach in the development of the school-age child
No full textHuman learning is closely linked to sensory and motor experiences. The body, with its movement, is not only a vehicle for exploring the world, but also an essential tool for the construction of knowledge (Barsalou, 2008; Wilson, 2002;). The most recent neuroscientific and pedagogical research supports the extent to which body plays, and motor activity plays a crucial role in the harmonious development of a child’s cognitive and relational processes (Goodway et al., 2019). Indeed, through the body in action, not only motor skills can be improved, but complex cognitive skills such as problem solving, creativity and critical thinking can be enhanced (Gardner, 1993; Kontra et al., 2012). From this point of view, the psychomotor approach, working on the enhancement of perceptual integration, motor control and tactile,visual and proprioceptive exploration, is configured as an elective didactic methodology, with significant implications for the child’s learning and general wellbeing, especially at the entrance to primary school.The pleasantness and naturalness of spontaneous motor investment builds a multidimensional bridge between physical experience and learning processes (Impara, 2019), fostering physical literacy and play literacy, and stimulating skills such as coordination and socialization (Colella, et al. 2024). The present contribution aims to explore the implications and results of the possible use of play-experiential strategies included within the curricular teaching practices in the first two years of primary school, in order to recognise the body, in accordance with the scientific literature of reference, as a primary instrument of knowledge. The possible educational implementation of motor workshops designed according to a psychomotor model, will require a sensitive and articulated design capable of overcoming the prevailing fragmentary logic of classical interventions, in favour of methodological variants characterized by a flexible, interdisciplinary and transdisciplinary vision
Motor Activity, Handwriting and Perception Of Bodily Experience Exploratory Investigation
No full textClose contact with touch devices, on the one hand, promotes smart
interaction with the virtual world, on the other, risks contracting the
vitality of the body. This study represents a preliminary phase of an
exploratory investigation, conducted with a sample of 60 children
aged 10 and 11 years and investigates the relationship between
lifestyle, manual writing ability and perception of self-esteem in
relation to bodily experience, suggesting the need to protect and
promote rich and significant motor experiences
Attività motoria, scrittura manuale e percezione del vissuto corporeo: un’indagine esplorativa
No full textLo stretto contatto con i device touch se da un lato, favorisce
l’interazione smart col mondo virtuale, dall’altro, rischia di contrarre
la vitalità del corpo. Il presente studio rappresenta una fase
preliminare di una indagine esplorativa, condotta con un campione di
60 bambini di 10 e 11 anni e indaga la relazione tra stile di vita,
capacità di scrittura manuale e percezione dell’autostima in relazione
al vissuto corporeo, suggerendo la necessità di tutelare e promuovere
esperienze motorie ricche e significative
The body as a vector of knowledge: the psychomotor approach in the development of the school-age child
No full textHuman learning is closely linked to sensory and motor experiences. The body, with its movement, is not
only a vehicle for exploring the world, but also an essential tool for the construction of knowledge
(Barsalou, 2008; Wilson, 2002;). The most recent neuroscientific and pedagogical research supports the
extent to which body plays, and motor activity plays a crucial role in the harmonious development of a
child’s cognitive and relational processes (Goodway et al., 2019). Indeed, through the body in action, not
only motor skills can be improved, but complex cognitive skills such as problem solving, creativity and
critical thinking can be enhanced (Gardner, 1993; Kontra et al., 2012). From this point of view, the
psychomotor approach, working on the enhancement of perceptual integration, motor control and tactile,
visual and proprioceptive exploration, is configured as an elective didactic methodology, with significant
implications for the child’s learning and general wellbeing, especially at the entrance to primary school.
The pleasantness and naturalness of spontaneous motor investment builds a multidimensional bridge
between physical experience and learning processes (Impara, 2019), fostering physical literacy and play
literacy, and stimulating skills such as coordination and socialization (Colella, et al. 2024). The present
contribution aims to explore the implications and results of the possible use of play-experiential strategies
included within the curricular teaching practices in the first two years of primary school, in order to
recognise the body, in accordance with the scientific literature of reference, as a primary instrument of
knowledge. The possible educational implementation of motor workshops designed according to a
psychomotor model, will require a sensitive and articulated design capable of overcoming the prevailing
fragmentary logic of classical interventions, in favour of methodological variants characterized by a
flexible, interdisciplinary and transdisciplinary vision
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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