1,721,048 research outputs found
Differenziare i metodi per l'insegnamento dell'educazione fisica. Didattiche del movimento umano
No full textPer raggiungere diversi obiettivi di apprendimento nell’educazione fisica, il docente dovrebbe essere in grado di selezionare metodi di insegnamento idonei. La letteratura scientifica evidenzia che un fattore determinante in tale selezione è rappresentato dalle conoscenze pedagogiche pregresse dell’educatore. Diversi studiosi hanno creato modelli pedagogici e approcci didattici basati su solide fondamenta pratiche e teoriche per fornire una struttura con cui organizzare le varie tecniche che facilitano sia il lavoro del docente che l’apprendimento degli studenti. Per questo, il volume discute in modo critico tali modelli ed approcci con il fine di motivare il lettore ad ampliare le proprie risorse didattiche e promuovere in modo efficace lo sviluppo di competenze motorie, creatività motoria, responsabilità, collaborazione, motivazione, attività fisica e conoscenze tattiche negli allievi
Validity and reliability of submaximal fitness tests based on perceptual variables
No full textBACKGROUND: Few studies examined the validity of fitness tests based on perception scales. The field-based fitness tests batteries are composed by maximal tests and currently, a battery of submaximal tests does not exist. METHODS: Seventeen physically active male participants (age 40.5±10.7 years) performed the Multistage Fitness Test, the Crunch Test, the Push-Up Test and a Trunk Flexion Test with a submaximal protocol based on perceptual variables that were defined as non-validated submaximal. The mentioned tests were repeated three times to assess their reliability. The participants also performed four validated maximal tests comprising a velocity dependent ramp test on the treadmill, the Crunch Test, the Push-Up Test, and Sit-and-Reach Test. The submaximal tests were correlated to the maximal ones to assess their criterion validity. RESULTS: All the submaximal tests showed an ICC superior to 0.8 apart from the submaximal Crunch Test. The correlation between Maximal Treadmill Test and submaximal Multistage Fitness Test was 0.77. The correlation between Sit-and-Reach Test and submaximal Trunk Flexion Test was 0.71. Correlations equal to 0.66 and 0.60 were found between the maximal and submaximal Crunch Test and Push-Up Test respectively. CONCLUSIONS: The use of submaximal tests based on a fixed value of perception can represent a suitable tool to assess cardiorespiratory fitness and flexibility because of their correlation with the corresponding maximal evaluation tests and because of their reliability. On the contrary, muscular endurance capacity seems not to be assessable in the same manner
Feasibility of a teacher training intervention to improve primary school children motor competence and motivation through student-centred motor learning pedagogical approaches
No full textIntelligenza artificiale applicata al fitness e allo sport: la perdita delle relazioni = Artificial intelligence in fitness and sport context: the loss of relationships
Full text linkLe applicazioni sfruttano smartphone, sistemi GPS e giroscopi per l’analisi dei movimenti: velocità, angoli e arrangiamento dei segmenti del corpo. Questi strumenti consentono di confrontare i movimenti con modelli ideali e forniscono feedback personalizzati. L’IA in contesti sportivi è impressionante (sia per analisi angolari sia nel
rilevamento total body in grandi aree) ma non può sostituire il ruolo interattivo e interpretativo delle persone e la vera relazione tra docente e discente.The applications use smartphones, GPS systems and gyroscopes to analyse movement: speed, angles and arrangement of body segments. These tools allow you to compare movements with ideal models and provide customized feedback. AI in sports contexts is impressive (both for angular analysis and for total body detection in large areas) but it cannot replace the interactive and interpretive role of people and the real teacher-student relationship
Investigazione di pratiche basate su modelli e pedagogie per la promozione dell’interesse nell’educazione fisica
No full textInvestigation of model-based practices and pedagogies for an interest promoting physical education = Investigazione di pratiche basate su modelli e pedagogie per la promozione dell’interesse nell’educazione fisica
Full text linkLe attitudini verso l’educazione fisica (EF) calano con l’età portando ad alti livelli di insoddisfazione nella scuola secondaria. Esperienze negative in EF possono avere un impatto deleterio sulla futura attività fisica. Per risolvere questo problema gli educatori potrebbero usare approcci pedagogici basati su o pensati per promuovere interesse negli studenti in EF. Questo articolo esamina approcci per la promozione dell’interesse per creare un nuovo modello di promozione di interesse nell’EF.Attitudes in physical education (PE) decline with age leading to high levels of dissatisfaction in secondary school. Negative experiences in PE can have an adverse impact on future engagement in physical activity. To address this issue educators might employ pedagogical approaches that are either based on students’ personal interest or designed to promote interest in PE. This paper examines existing literature about approaches to promote interest in PE to create a new interest promoting model
Do Playgrounds Help Develop Children’s Fundamental Movement Skills? Using Direct Video Observations to Investigate
Full text linkPlaygrounds are global environments that are purpose made for children and can offer a variety of opportunities for children to be physically active and practice their fundamental movement skills (FMS), which can lead to future physical activity and sport participation. Previous research highlighted that children engage in different types of physical activity (PA) depending on playgrounds apparatus and area. However, there is a paucity of research that investigates the link between playground features, structures, PA, and FMS. This study sought to assess the impact of different playgrounds on PA type PA intensity and the types of FMS completed. This observational study examined 29 (M = 10, F = 19) children’s behaviours on three different playgrounds. Video cameras were placed strategically across the three playgrounds to allow for footage to be captured and analysed using the Observational System for Recording Physical Activity in Children (OSRAC). One-way ANOVA was used to examine the different OSRAC categories across the three playgrounds. Climbing equipment (average 1217.10 s) was the frequently used type of apparatus, standing was the most commonly performed type of activity (average 377.60 s) and stationary movements whilst moving limbs were the most regularly (average 605.13 s) performed type of PA intensity. There were no instances of any throwing, catching, or kicking activities performed across the three playgrounds. Results suggest that public playgrounds do not facilitate more intense types of PA, nor object control skills due to a lack of suitable equipment
Child soccer players' perceptions of strength and conditioning training: a multi-method approach using write, draw, show and tell
No full textMulti-teaching styles approach and active reflection: Effectiveness in improving fitness level, motor competence, enjoyment, amount of physical activity, and effects on the perception of physical education lessons in primary school children
Full text linkPhysical education (PE) researchers sustain that the teaching styles adopted by PE teachers play a key role in defining children's positive experiences during lessons and have a relevant impact on their psychophysical health. However, a limited number of studies has examined the effect of teaching styles on these aspects. The aim of this study was to investigate the effectiveness of an integrated approach mainly based on integration of multi-teaching styles and active reflection (MTA) on the fitness level, motor competence, enjoyment, self-perception, amount of physical activity (PA), and children's perception of PE, in Italian primary school children. Participants were 121 children from three elementary schools. Children were randomly assigned into two groups: (a) an intervention group (IG) that received PE lessons based on MTA provided by specifically trained PE students, and (b) a control group (CG) that received standard PE lessons (S-PE) from primary school classroom teachers. Both groups engaged in two PE lessons per week lasting 1 h each for 12 weeks. The findings revealed an increase in the children's fitness level, motor competence, enjoyment and amount of PA in the IG compared to those in the CG. Furthermore, the children of the IG spent more time being engaged on a task, reflecting on it, and wasted less time during PE compared to the children of the CG. Finally, the children of the IG reported higher levels of satisfaction with PE lessons and teaching styles compared to children of the CG. Integration of different teaching styles lead by specifically trained educators can be suggested as a valuable strategy to provide learning experiences of children of primary school to have positive effects on their physical literacy development promoting healthy lifestyles
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