Physical education and sports teaching

L'articolo esplora il potenziale inclusivo del Debate come metodologia didattica innovativa nelle scuole italiane, con particolare attenzione al coinvolgimento di studenti con Bisogni Educativi Speciali (BES) e Disturbi Specifici dell'Apprendimento (DSA). Attraverso un approccio misto di analisi quantitativa e qualitativa, sono stati raccolti dati da 357 docenti e approfondimenti qualitativi tramite focus group. I risultati evidenziano che il Debate promuove competenze comunicative, prosociali e metacognitive, contribuendo a un clima di classe positivo e inclusivo. La ricerca sottolinea il valore del Debate nell'empowerment degli studenti, aumentando autostima e senso di autoefficacia, specialmente per coloro che si sentono marginalizzati. Inoltre, l'utilizzo delle tecnologie digitali facilita la personalizzazione dell'apprendimento, offrendo opportunità diversificate di espressione e partecipazione. Il Debate si dimostra una pratica che valorizza il contributo di ogni studente, trasformando l'aula in un luogo di pari opportunità, in linea con i principi dell'Universal Design for Learning. Nonostante i risultati promettenti, lo studio evidenzia la necessità di ulteriori ricerche per generalizzare i risultati e rafforzare le evidenze sull'efficacia del Debate come strumento inclusivo nelle scuole italiane.

This study aimed to examine the communication skills of students who are studying in the physical education teaching department of the faculties of sports sciences and physical education and sports teacher candidates participating and pedagogical formation certificate program, according to demographic variables. The sample of the study consisted of a total of 377 students, 145 women and 232 men, who continue their education in the physical education teaching, coaching education, and sports management departments of the faculties of sports sciences in the 2019-2020 academic year. Personal information form and the “Communication Skills Scale” that is developed by Korkut Owen and Bugay (2014) were used as data collection tools. Since the data did not show a normal distribution, non-parametric tests were analyzed and descriptive statistics were used. According to the findings obtained, it was observed that the communication skills of the students were high in the sub-dimensions of “comm...

L’ormai imprescindibile necessità educativa e comunicativa delle istituzioni museali invoca una sempre crescente specializzazione dei professionisti incaricati di queste funzioni. Sebbene i requisiti delle educatrici e degli educatori, delle e dei responsabili dei servizi educativi siano ormai saldamente individuati, la nostra legislazione non riconosce tali figure professionali, aprendo di fatto ad uno scollamento tra le necessità  dei luoghi e degli istituti della cultura e i percorsi di formazione. Questi ultimi, non trovando riscontro nel riconoscimento professionale e dovendo rispondere a precise norme ministeriali in merito alla costruzione dei curricula formativi offerti ai vari livelli, dai diplomi di laurea ai corsi di dottorato, non possono che basare le proprie aperture didattiche all’educazione al patrimonio sulle sensibilità dei singoli Atenei, se non dei singoli docenti. Per verificare l’effettiva offerta formativa attualmente proposta dagli atenei nazionali è stata svolta una prima mappatura nazionale sui corsi di laurea di I e II livello, Scuole di Specializzazione e Master di I e II livello, in ambito storico-artistico.

In questo senso l"interazione tra l"Educazione Fisica e il deficit investe una dimensione molto più ampia in grado di trascendere il problema stesso per proiettarlo, quindi, su uno sfondo conoscitivo in bilico tra normalità e disabilità e dunque intrecciato con i principi generali che garantiscono uguaglianza, equità e pari opportunità, educazione e integrazione 6. Pertanto il tema della pratica fisica e sportiva per le persone con disabilità va ben oltre la semplificazione di uno stile di vita sano (aspetto peraltro che assume una certa rilevanza nella vita delle persone) 7 , ma rimanda ad aspetti complessi di natura pedagogica, educativa, sociale, politica, culturale ed economica che concorrono a delineare il sistema di istruzione e di formazione di una nazione. Lo dimostra il crescente interesse che la questione ha suscitato negli ultimi decenni, con l"emanazione di dispositivi normativi sovranazionali che richiamano il diritto di tutti i minori, indistintamente, a un"educazione capace di coinvolgere in maniera armonica ogni dimensione che costituisce l"essere umano, ivi compresa l"educazione del corpo 8. Lo evidenziano le numerose rassegne di studi internazionali che sottolineano l"imprescindibilità del "mainstreaming" in Educazione Fisica 9 , tra queste, di particolare interesse, le opere del pedagogista Richard Bailey, autorevole sostenitore dell"importanza della pratica fisica per i soggetti in età evolutiva 10 .

The study investigated the extent implementation of Pre-Service Physical Education Program in State Universities and Colleges in Central Luzon. The study focused on the faculty, curriculum and instructions, student services and physical facilities. It also shows success and limiting factors of the Pre-Service Physical Education Program in State Universities and Colleges in Central Luzon which includes the personal, workload, salary and benefits and laboratory and physical facilities. The researcher concluded that the continue on the implementation of Pre-Service Physical Education Programs in State Universities and Colleges in Central Luzon on faculty, student services physical facilities and curriculum and instructions must be strictly observed, to help improve the physical education program the new CMO is a great avenue in terms of updating the learning as it focused on the outcome based, and to guide the SUCs in the enrichment of Pre-Service Physical Education Programs align to the CMO 80 of 2017 for a quality physical education a curricular development plan was formulated about Pre-Service Physical Education Programs in State Universities and Colleges in Central Luzon. Furthermore, the researcher recommended that the fully implementation on the Pre-service Physical Education Program in the State Universities and Colleges in Central Luzon there must be a proper practice or observation, and the proposed curricular development plan made by the researcher to the SUCs offering BPEd for the enhancement of their program to align in the CMO 80 of 2017 for a quality physical education may be implemented.

This study aimed to examine the communication skills of students who are studying in the physical education teaching department of the faculties of sports sciences and physical education and sports teacher candidates participating and pedagogical formation certificate program, according to demographic variables. The sample of the study consisted of a total of 377 students, 145 women and 232 men, who continue their education in the physical education teaching, coaching education, and sports management departments of the faculties of sports sciences in the 2019-2020 academic year. Personal information form and the “Communication Skills Scale” that is developed by Korkut Owen and Bugay (2014) were used as data collection tools. Since the data did not show a normal distribution, non-parametric tests were analyzed and descriptive statistics were used. According to the findings obtained, it was observed that the communication skills of the students were high in the sub-dimensions of “comm...

The article presents the exploratory phase of the research «Innovative training model proposal for motor and sport activities teachers», funded by the University of Rome «Foro Italico» in order to develop more innovative and effective teacher training model. This model is aimed in particular at motor and sports sciences, responding to new regulations introduced by law 107/2005 and subsequent measures, which introduced several changes in teacher training, with new perspectives for universities. The hypothesis is to verify first of all whether the academic training offer is adequately oriented to develop students’ awareness in relation to the knowledge and skills necessary to become teachers of motor and sports sciences and to design a more effective teacher training model for a greater development of pedagogical and didactic skills oriented to the educational and training dimension and to the promotion of learning through motor and sports activities.

One of the most important purposes of educational activities is to help students acquire certain behaviors and values through sportive activities in schools. In the context of continuity in education, school sports and activities undertaken in the history of education have assumed an important mission for the Village Institutes in Turkey and it is important to examine in their application. In addition, although there are a lot of studies in the literature on Village Institutes, the lack of sufficient studies on physical education and sports activities applied in Village Institutes is one of the most important factors in making this study. For this purpose, the 1943, 1947 and 1953 education programs of the Village Institutes and the Journal of Announcements between the years 1940-1960 published by the Board of Education and Discipline were examined. One of the qualitative research methods, case study was used to reach the findings. For this purpose, a detailed literature search has been carried out, attention has been paid to the meaningfulness of the data in data collection and analysis processes. In this direction, the consistency between the purpose of the study, data collection tool and data analysis was constantly taken into consideration. In addition, content analysis was made in the light of the data obtained in the research. According to the results of the research, it can be said that school sports activities within the Village Institutes take place within classes, between branches, between classes and between groups, and mostly within the Village Institutes. In addition, in the competitions held within the scope of school sports activities, the organization of sports competitions in accordance with the geographical conditions of the region where the institutes are established, the creation of competition zones according to the places where the institutes are established and the sports competitions between the institutes located in these regions draw attention different from the school sports activities applied in other educational institutions. In addition, within the scope of school sports activities, it can be said that the most interested people are in the branch of athletics, while it has been determined that the institutes stay with the sports branch less in school sports activities than the physical education course contents.

This article draws from a specific project called “Mou el dit! No esperis que ho facin per tu” (Catalan name for the project), created in 2017 as a tool for enhancing Quality Physical Education (McLennan & Thompson, 2015) and creating a benchmark of teaching resources in order to spread the QPE principles for social transformation among PE Teachers and training institutions. Impacting teacher’s future professional development, improving student’s social interaction and critical thinking as well as acknowledging Physical Education as a tool for Social Transformation are some of the goals. The initiative is promoted by FIEP Catalunya, following the need of creating specific guidelines for implementing QPE as a result of the survey “QPE in Catalonia, promise and reality: a European regional perspective” (Castillo, Solà, & Sebastiani, 2015). The main objective of the study was to assess the dissemination of QPE principles in school placements, based on a critical review of theoretical patterns established by several institutions worldwide; confronted with the level of knowledge about the topic worth of study, appearance of QPE principles in educational/training initiatives for PE teachers and daily basis facilitation in Physical Education lessons regionwide.