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Esperienze laboratoriali di studenti universitari di Bologna e Salerno
No full textThis article sets out to present the importance of an experiential approach for future teachers at an academic level, suggesting how the adoption of a project work can represent a way for synthetizing the knowledge acquired during their classes, that is not limited to the theoretical part. These activities have been developed and analyzed through a multiple case study, consisting of two experiential laboratories carried out in the Italian universities of Salerno and Bologna, with students respectively enrolled in degree courses of educational and sport studies. According to the hypothesis adopted, this experiential learning would allow future teachers to develop a professional conscientization that is not intended to deny any own subjectivity but rather to put t at the center of problematizing processes that they are going to experience. The workshop activities, managed in small groups as forms of collaborative project work, reported interesting positive feedback by students in terms of motivation, ability to take responsibility, collaboration and so on. The highly encouraging results collected confirm that it seems useful to overcome a traditional teaching and learning model and to innovate, both for improving the quality of an academic provision, and at the same time for aiming at meeting the real needs of school and society for future teachers. In conclusion, future teachers’ training requires a setting where they can practice some experiential activities not only on motor skills, but mainly about interpreting, combining and reconstructing games, in order to meet the need of a great awareness and ability to problematize about the “real world”
" Corpo e movimento nei giochi popolari: dimensione educativa e specificità didattiche "edito da Pensa editore nel settembre 2017. ISBN 978-886152-248-0
No full text"La complessità della valutazione motoria in ambiente educativo nel periodo dell’infanzia”
No full textLa complessità della valutazione motoria in ambiente educativo nel periodo dell'infanzia
No full textLa valorizzazione delle esperienze corporee nella scuola primaria per l’acquisizione delle competenze nell’ottica della prasseologia motoria
No full text
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
eCRONY: hypothesis and experimentation of a new educational tool in motor skills teaching
Get PDFThe eCRONY project hypothesises the development and ongoing experimentation of a digital educational tool aimed at enhancing motor sciences teaching. Traditionally, motor skills education relies on demonstration and imitation, often limited to describing visible movements. This approach does not delve into biomechanical causes or proprioceptive sensations as primary learning tools, aspects typically left to practical internships. However, the growing adoption of digital technologies and distance learning highlights the need for an approach that integrates these elements to better support online students with limited guided practice.
eCRONY, structured in four progressive levels (proprioceptive exploration, biomechanical analysis, comparison of causes and effects, and simulation in the absence of terrestrial forces), aims to serve as a valuable educational supplement. The educational pathway promotes a deep understanding of movements, exploring causal forces and enhancing both sensory learning and autonomous feedback abilities. The proposed experimentation aims to assess the effectiveness of this innovative approach compared to traditional methods, hypothesising improvements in proprioceptive awareness, biomechanical understanding, and critical self-assessment abilities among students. If confirmed, the expected outcomes could position eCRONY as a valuable tool for a more scientific and accessible approach to motor skills teaching
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
Integration of the Sincrony Method in Physical Education During School Age in the Digital Era
No full textIntroduction:
In a modern educational context marked by pervasive use of digital technology, this study explores the effectiveness of the Sincrony method in enhancing sustained attention and motor skills in pre-adolescent girls. Considering that intense digital exposure might impact attention and motor development, the Sincrony method is adopted as a tool for conscious motor pedagogical intervention, aligned with theories of psychomotricity and embodied cognition.
Materials and Methods:
The research involved three homogeneous groups of girls, selected based on health criteria, ethnicity, and weekly hours of digital exposure. Over a 12-week period, the first group participated in structured movement sessions using the Sincrony method, which integrates physical activity with cognitive awareness through specific playful-motor exercises for both peripheral vision and centering. The second group engaged in coordinative playful-motor activities, while the third group served as a control without participation in integrative programs. Pre and post-intervention, all participants were assessed through the Trail Making Test (Parts A and B), Digit Span Test, standardized motor tests, and morphological-structural evaluations.
Results and Conclusions:
The results showed a statistically significant improvement in sustained attention in the group trained with the Synchrony protocol, compared to the other groups. Both groups one and two showed tendencies for improvement in motor tests.
This study highlights the effectiveness of the Synchrony method in improving both sustained attention and motor skills in pre-adolescents heavily exposed to digital tools. The findings suggest that integrating conscious motor practices may be an effective strategy to mitigate potential negative effects of intensive digital technology exposure, promoting balanced cognitive and motor development in an integration of pedagogical theories, physical education, and the cognitive dimension of children in the digital era
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