1,721,106 research outputs found
La ricerca internazionale in Outdoor Education: una meta-analisi critica
No full textSecondo la letteratura specializzata, l’Outdoor Education nasce nel nella prima metà del secolo scorso con l’avvio del programma Outward Bound. Lungo tre quarti di secolo circa, tale approccio formativo può dunque sviluppare nel mondo anglosassone diversi programmi, di tipo informale come formale, capaci di suscitare una forte attenzione da parte del mondo accademico, in particolare presso coloro i quali sono interessati ad analizzare metodologie d’insegnamento/apprendimento esperienziali. Grazie al corpus di conoscenze acquisite fin qui, soprattutto tramite alcune review sistematiche, risulta possibile avanzare riflessioni attendibili al riguardo delle condizioni che consentono sviluppo, successo e diffusione dei vari programmi Outdoor, nonché i cambiamenti che appaiono progressivamente. In definitiva, il presente contributo intende delineare una panoramica generale, o meta-analisi, finalizzata da un lato ad illustrare l’eterogeneità dei temi trattati nel corso di alcuni decenni, dall’altro ad evidenziare i riconoscimenti (evidence based) ottenuti rispetto al valore educativo di tale approccio
Il progetto BRIDGE. Costruire ponti tra i popoli attraverso il Gioco Sportivo Tradizionale
Full text linkIl presente report intende tratteggiare presupposti teorici, dimensioni organizzative ed alcuni risultati empirici riguardanti il progetto internazionale BRIDGE, che nel quadro delle iniziative di ricerca Erasmus dell’Unione Europea ha superato la selezione nel segmento Small Collaborative Partnership per la categoria Not-for-profit European Sport Events. Sintetizzando drasticamente, questo percorso s’ispira al metodo dello Studio di Caso, e prevede d’inserire alcuni giochi sportivi tradizionali (TSG) nella programmazione di Educazione fisica presso scuole medie di quattro diversi paesi europei (Francia, Italia, Portogallo e Spagna), in modo da valutarne le ricadute formative attraverso il monitoraggio effettuato da centri accademici specializzati. Il lavoro si focalizza sulla capacità dei TSG di facilitare lo sviluppo a livello motorio, cognitivo, affettivo e sociale degli alunni, ma è finalizzato soprattutto a dare risalto al loro impatto di tipo socioculturale, un ambito purtroppo molto spesso poco riconosciuto e dunque scarsamente indagato. I primi dati raccolti con strumenti di tipo qualitativo (Focus Group,diari di campo, schede auto-compilate,osservazioni di tipo etnografico e così via), confermano che i giochi sono in grado di attivare in modo positivo gli studenti sia individualmente, sia per quanto riguarda il clima di classe. Il progetto prevede infine un momento conclusivo comune che avrà luogo durante il Festival Tocatì di Verona nel mese di settembre 2018, quando alunni, insegnanti e ricercatori potranno condividere le competenze acquisite e giocare assieme in una piazza dedicata a tale esperienza.The present report seek to outline both theoretical assumptions, organizational dimensions and some empirical results concerning the BRIDGE, an international project which won an EU Erasmus grant within the Small Collaborative Partnership section of the Not-for-profit European Sport Events category.Shortly, the BRIDGE project is meant to implement European scholastic Physical Education programmes by Traditional Sport Games (TSG) activities, in order to foster wellbeing, inclusion and pacific coexistence. This Project is carried on in four different European Countries (France, Italy, Portugal and Spain) and evaluated by specialized academic research centres which adopt a Case Study approach, therefore collecting data mainly using qualitative tools (Focus Groups, personal journals, self-compiled sheets, ethnographic observations and so on).The main BRIDGE goal is to emphasize the great impact of TSG at a socio-cultural level, an issue unfortunately with very little acknowledgment and recognition, so poorly investigated. Focussing on motor, cognitive, affective and social development, our first Project findings confirm that TSG are able to positively foster students’ growth and activate a good class atmosphere. Finally, the project foresees a common final event during the Tocatì, a TSG International Festival taking place in September 2018 in the city of Verona (Italy), when both pupils, teachers and researchers coming from different European Countries, could share the acquired knowledge and competencies, and finally play together in a square dedicated to this playful experience
“Familiarizzare” con l’acqua: un percorso inclusivo in piscina
No full textIl presente contributo fa riferimento al progetto di attività ludico motoria svolto in piscina chiamato Famiglie in Acqua, finalizzato
all’inclusione sociale di bambini affetti da un Disturbo dello Spettro Autistico. Ogni partecipante è accompagnato da un genitore, la cui
presenza è essenziale per permettere esperienze acquatiche e la ricerca di soluzioni alle tipiche questioni poste dal nuoto: entrare in acqua, galleggiare, respirare, avanzare, orientarsi e così via. I movimenti di bambini e adulti, tuttavia, non sono considerati
tanto dal lato tecnico-motorio, quanto come espressioni comunicative emesse nei confronti di un contesto socio-relazionale e ambientale
Outdoor Learning In-Service Training for Teachers. A case Study form Prato
No full textChildren today spend significantly less time playing outdoors than their parents did. Therefore, great attention must be paid by professionals to face this educational challenge, especially within early childhood scholastic contexts. That is a particular task for Outdoor Education (OE), a field of practice and research traditionally associated with personal and social development, and environmental education. The field has rich histories in some European countries (e.g. UK, Scandinavian nations, Germany), but nowadays is also more common in Italy, from where this Case Study comes. The aim for this study was to reinforce teachers’ awareness about how best to use the outdoors at school, to construct a supportive context for activities, to extend their classrooms into the school grounds and local neighbourhood. Our article aims to enable educators to understand also the philosophical underpinnings of an educational model based on experiential Outdoor Learning (OL) in authentic contexts, which can be adopted and adapted by educators across Europe
Psicomotricità e inclusione Organizzare percorsi adeguati a tutti (disabili compresi)
No full textIl presente contributo riporta i principali passaggi di un percorso di ricerca empirica basata sul presupposto secondo cui l’attività psicomotoria rappresenta una proposta educativa connotata da caratteristiche fortemente inclusive. L’attività psicomotoria conferma che chiunque si può giovare della sua efficacia inclusiva, a patto che l’intervento risulti riconosciuto. Nel caso in cui da parte dell’utenza siano poco chiari il ruolo e le aspettative dell’intervento, le pur valide ricadute formative rischiano di perdere in trasferibilità
Organizzare l’inclusione. Un percorso formativo “in-service” finalizzato al miglioramento dei processi educativi
Full text linkThis paper considers the importance of an in-service training for assistant teachers, in Italy commonly
known as “support teachers” for disabled people. Assistant teachers can be also defined as “at risk” people, because they are deeply connected with human frailty and lack of empowerment. Therefore, they usually have to deal along border lines, where people struggle to properly get shared rules. For these reasons,
it’s useful to accompany assistant teachers’ work with an in-service training. I believe the scientific literature is lacking on paying the attention this issue should have. In-service training processes are characterized by very diverse forms, in comparison with the ones devoted to pre-service teacher, which are mostly based on a knowledge transmission which is generic, abstract and decontextualized. The article goes on showing how an in-service assistant teacher training can take into account, throughout a thoughtful narrative approach, some real contextualized everyday experience “in situation”. So that, this Case study may aspire to highlight a helpful way to strengthen and share some critical educational values about inclusion
Perspectives on outdoor sports: uncertainty between nature and culture
No full textProblem statement: Outdoor Sports are frequently labeled as "Nature Sports", despite having a lot of other
labels, such as adventure sports, alternative sports, extreme sports, lifestyle sports, and so on. Thus, just like
every bodily experience, they tend to be commonly considered as natural manifestations both at the personal and
social level. Purpose: The purpose of this paper was to discuss the theoretical model that has been used to
define Outdoor Sports as "Nature Sports". It is then argued that this label, although interesting, does not
ultimately capture the very essence of Outdoor Sports, namely, although practiced in a natural environment, they
are culturally defined. To discuss these issues, not just Nature (or Outdoor) Sports label per se, but rather its
cultural meaning, the theoretical framework of Motor Praxeology has been adopted. Methods and discussion:
Throughout the adoption of a Motor Praxeology framework, this paper describes the criteria for classifying
physical activities and sports as both personal and social expressions of communication (between people); and
information (concerning the surrounding environment where sports and physical activities are held). It thus
presents an analysisof which phenomena arise from this specific field, aiming at recognizing Outdoor Sports
values both from the educational and societal point of view. Conclusion: To better understand and acknowledge
the Outdoor Sports cultural wealth, it seems useful to adopt the scientific Motor Praxeology framework, which
provides a clearer distinction between the role of environmental information and uncertainty, within the Outdoor
Sports' field. Likewise, a further and broader conceptual theory development is needed
Per una educazione attiva all'aria aperta
No full textIl presente contributo, facendo riferimento a corrispondenti modelli europei, cerca di mettere a punto il significato formativo dell'Educazione attiva all'aria aperta. Tenendo presenti l'Outdoor education e l'Outdoor learning, nonché lo scandinavo Frilustliv, notiamo i termini che provengono da altri contesti culturali ci indicano degli orientamenti la cui traduzione letterale non esaurisce la complessità del significato pedagogico che contengono ed esprimono. L'educazione all'aria aperta è innanzitutto apertura ad un mondo di esperienze e di percezioni, di libertà ma anche, allo stesso tempo, di responsabilità
Come valorizzare un "giardino d'infanzia", partendo da un'altalena
No full textIl progetto nasce all’interno del gruppo di lavoro sulla Oudoor Education del Comune di Bologna, costituito
con il fine di organizzare, definire e analizzare percorsi educativi da condurre all’aria aperta presso scuole d’infanzia e servizi educativi comunali. Il presente articolo descrive più in particolare un lavoro di Ricerca-Azione finalizzato a sostenere il personale educativo in un percorso di esperienze e scoperte effettuate con i bambini piccoli del nido in giardino. Questo spazio, grazie alle sue caratteristiche peculiari, è quindi considerato e vissuto come luogo ricco di opportunità per esperienze formative che, creando un positivo ed equilibrato rapporto tra il “dentro” e il “fuori”, può incrementare la qualità educativa, il benessere dei bambini e il positivo coinvolgimento delle famiglie
Promoting social inclusion in a primary school through Outdoor Learning
No full textThe purpose of this article is to present the development of an inclusive educational method carried out by a primary school taking part in the Erasmus plus project GOaL (acronym of Go Out and Learn). GOaL’s innovation lay in bringing together the knowledge and experience of teachers and researchers from different institutions, but which had commonalities in terms of the school curriculum, and the need to ensure experiential outdoor practices. GOaL was carried out by a consortium composed of four institutes of higher education and four primary schools of different countries, and its main objectives were to develop a common understanding of pedagogy for, and practice of, curricular-based Outdoor Learning. Although the project ended with the many difficulties caused by the Coronavirus pandemic, nevertheless Outdoor Learning is now widely recognized as healthier than indoor schooling, both on a biological and psychological level. Furthermore, the potential of Outdoor Learning in social inclusion has been particularly documented by the GOaL’s Italian research group. So, this paper reports empirical results about the impact of a curricular Outdoor Learning method on inclusion. Data gathering was mainly based on teachers' observations about fragile pupils, and reflections regarding the efficacy of delivered outdoor activities. The potential of outdoor setting for inclusion is finally examined through the Disability Studies approach, which questions traditional schooling for its obstacles in welcoming diversity among every learner. The evidence-based findings indicate that an Outdoor Learning method can lead a school community towards transformative process, so to design an inclusive scholastic environment that is instead able to meet all pupils’ needs
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