The course aims to analyze the role that the body plays in individual and collective training through the examination of the most significant theories developed by different pedagogical approaches. In particular, the emphasis will be on the educational aspects of the image of the body that society currently proposes. Educational action is based on a system whose objectives are the formation and realization of the person, with the concretization of his slopes and with a balanced relationship with others.
With the study of Psychomotor Education the student will be able to achieve the following training objectives.
In terms of knowledge and comprehension:
- define and identify the epistemological and methodological field of the discipline;
- analyse the most significant theories elaborated by the different pedagogical approaches.
In terms of ability to apply knowledge and understanding:
- understand the role of the body in individual and collective training;
- analyse best practices in the European context.
In terms of autonomy of judgement:
- Identify the essential traits of psychomotor education for training and personal fulfilment;
- Evaluate educational actions in terms of a balanced relationship with others.
In terms of communication skills:
- Interact in social contexts;
- designing educational actions in groups.
In terms of learning capacity:
- Exercise willingness to scientific research in different contexts;
- be able to access the relevant scientific literature.
With the study of Psychomotor Education the student will be able to achieve the following training objectives.
In terms of knowledge and comprehension:
- define and identify the epistemological and methodological field of the discipline;
- analyse the most significant theories elaborated by the different pedagogical approaches.
In terms of ability to apply knowledge and understanding:
- understand the role of the body in individual and collective training;
- analyse best practices in the European context.
In terms of autonomy of judgement:
- Identify the essential traits of psychomotor education for training and personal fulfilment;
- Evaluate educational actions in terms of a balanced relationship with others.
In terms of communication skills:
- Interact in social contexts;
- designing educational actions in groups.
In terms of learning capacity:
- Exercise willingness to scientific research in different contexts;
- be able to access the relevant scientific literature.
scheda docente
materiale didattico
Growing through sensory experiences and therefore his perceptive functions, the new individual is able to experience the surrounding environment, define its boundaries, possibilities and limits of action of his body by dialoguing on a somato-psychic level with his own genome and allowing the epigenetic modulation of this as a phenotypic response to the motor and emotional solicitations in which it grows.
With play (relationship with objects and the environment and people) and movement, he reaches and perfects not only important skills such as balance, concentration, attention, physical skills, but also awareness or his own identity bodily (somato-aesthetic and somato-sensorial) and therefore emotional-relational, acquiring awareness of one's own entity with and entering into communication with others.
A fundamental prerequisite of psychomotor education is the global consideration in childhood and adolescence, in a holistic dimension, of its Mind-body unity and the understanding of the purpose of the psychomotor action even in the case in which there are differences and physiological defects.
The program focuses on the knowledge of aspects and elements of anatomy and pathophysiology and movement disorders since childhood, adolescence and young adults according to the Biological Aesthetic Structural Model (MSEB, Villanova M., 2006).
Direct observation of the child. Embryo-fetal development and risk factors. Ontogeny, Phylogeny, Embryogeny and Comparative Ethology of Motor Development.
Psychomotor retardation. cognitive development. Emotional development. Acquisition of the body schema. Body awareness. Genesis of gesture imitation. Memory. The game as a learning tool
Cognitive development according to J. Piaget. Dyspraxia. hemispheric dominance. Lateralization changes. Number and quantity concept.
Psychomotor educational support to substances for voluptuary use
- VILLANOVA M. (2020). "Educazione Psicomotoria". Ed. La Sapienza.
Programma
Neuro-motor experience and experimentation is the basis of every maturation process and somatic, emotional, affective, relational and social growth. From the infinitely large external world, even before birth, the child uses the body to relate with himself and with the world around him, making all possible sensory experiences his own through emotions, engraving them in the infinitely small of his own neuronal synapses and therefore transforming them into neuro-motor learning.Growing through sensory experiences and therefore his perceptive functions, the new individual is able to experience the surrounding environment, define its boundaries, possibilities and limits of action of his body by dialoguing on a somato-psychic level with his own genome and allowing the epigenetic modulation of this as a phenotypic response to the motor and emotional solicitations in which it grows.
With play (relationship with objects and the environment and people) and movement, he reaches and perfects not only important skills such as balance, concentration, attention, physical skills, but also awareness or his own identity bodily (somato-aesthetic and somato-sensorial) and therefore emotional-relational, acquiring awareness of one's own entity with and entering into communication with others.
A fundamental prerequisite of psychomotor education is the global consideration in childhood and adolescence, in a holistic dimension, of its Mind-body unity and the understanding of the purpose of the psychomotor action even in the case in which there are differences and physiological defects.
The program focuses on the knowledge of aspects and elements of anatomy and pathophysiology and movement disorders since childhood, adolescence and young adults according to the Biological Aesthetic Structural Model (MSEB, Villanova M., 2006).
Direct observation of the child. Embryo-fetal development and risk factors. Ontogeny, Phylogeny, Embryogeny and Comparative Ethology of Motor Development.
Psychomotor retardation. cognitive development. Emotional development. Acquisition of the body schema. Body awareness. Genesis of gesture imitation. Memory. The game as a learning tool
Cognitive development according to J. Piaget. Dyspraxia. hemispheric dominance. Lateralization changes. Number and quantity concept.
Psychomotor educational support to substances for voluptuary use
Testi Adottati
- VILLANOVA M. (2021) "Approccio educativo alle sostanze per uso voluttuario" Ed. La Sapienza- VILLANOVA M. (2020). "Educazione Psicomotoria". Ed. La Sapienza.
Bibliografia Di Riferimento
Texts adoptedModalità Erogazione
The exams will be oral and will take place in the classroomModalità Valutazione
Oral exams on the program carried out in the classroom and present in the teaching program