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 its own perceptual functions, the new individual is able to experience the surrounding environment, define its boundaries, possibilities, and limits of its body's action, communicating on a somatic-psychic level with its own genome and allowing its epigenetic modulation as a phenotypic response to the motor and emotional stimuli it experiences.
Through play (relationship with objects, the environment, and people) and movement, children achieve and perfect not only important skills such as balance, concentration, attention, and physical abilities, but also awareness, that is, their own bodily identity (somato-aesthetic and somato-sensorial), and therefore emotional-relational, acquiring awareness of their own identity with and ability to communicate with others.
A fundamental prerequisite of Psychomotor Education is the comprehensive consideration of the mind-body unity in childhood and adolescence, in a holistic dimension, and the understanding of the purpose of psychomotor action, even when physiological differences and defects exist. The program focuses on understanding the aspects and elements of anatomy and physiopathology and movement disorders from childhood, adolescence, and young adulthood according to the Structural Aesthetic Biological Model (MSEB, Villanova M., 2006).
Direct observation of the child. Embryo-fetal development and risk factors. Ontogeny, Phylogeny, Embryogenesis, and Comparative Ethology of Motor Development.
Psychomotor delay. Cognitive development. Emotional development. Acquisition of the body schema. Body awareness. Origins of gesture imitation. Memory. Play as a learning tool.
Cognitive development according to J. Piaget. Dyspraxia. Hemispheric dominance. Lateralization disorders. Concepts of number and quantity.
VILLANOVA M: ”"Educazione psicomotoria"” Ed. La Sapienza, 2020
VILLANOVA M.: “Sperimentare percorsi di Educazione sentimentale per l'Affettività, la Sessualità ed il Genere" Una raccolta di Buone prassi da esperienze vissute” Ed. Pensa Multimedia, 2025
VILLANOVA M.: “Affiancamento educativo alle Sostanze di uso voluttario”, La Sapienza Editore, Roma 2021.
Programma
Neuromotor experience and experimentation are the foundation of every maturation process and of somatic, emotional, affective, relational, and social growth. From the infinitely vast external world, even before birth, the child uses the body to relate to itself and the world around it, absorbing all possible sensory experiences through emotions, imprinting them in the infinitely small of its neural synapses and thus transforming them into neuromotor learning.Growing through sensory experiences and therefore its own perceptual functions, the new individual is able to experience the surrounding environment, define its boundaries, possibilities, and limits of its body's action, communicating on a somatic-psychic level with its own genome and allowing its epigenetic modulation as a phenotypic response to the motor and emotional stimuli it experiences.
Through play (relationship with objects, the environment, and people) and movement, children achieve and perfect not only important skills such as balance, concentration, attention, and physical abilities, but also awareness, that is, their own bodily identity (somato-aesthetic and somato-sensorial), and therefore emotional-relational, acquiring awareness of their own identity with and ability to communicate with others.
A fundamental prerequisite of Psychomotor Education is the comprehensive consideration of the mind-body unity in childhood and adolescence, in a holistic dimension, and the understanding of the purpose of psychomotor action, even when physiological differences and defects exist. The program focuses on understanding the aspects and elements of anatomy and physiopathology and movement disorders from childhood, adolescence, and young adulthood according to the Structural Aesthetic Biological Model (MSEB, Villanova M., 2006).
Direct observation of the child. Embryo-fetal development and risk factors. Ontogeny, Phylogeny, Embryogenesis, and Comparative Ethology of Motor Development.
Psychomotor delay. Cognitive development. Emotional development. Acquisition of the body schema. Body awareness. Origins of gesture imitation. Memory. Play as a learning tool.
Cognitive development according to J. Piaget. Dyspraxia. Hemispheric dominance. Lateralization disorders. Concepts of number and quantity.
Testi Adottati
TESTI CONSIGLIATIVILLANOVA M: ”"Educazione psicomotoria"” Ed. La Sapienza, 2020
VILLANOVA M.: “Sperimentare percorsi di Educazione sentimentale per l'Affettività, la Sessualità ed il Genere" Una raccolta di Buone prassi da esperienze vissute” Ed. Pensa Multimedia, 2025
VILLANOVA M.: “Affiancamento educativo alle Sostanze di uso voluttario”, La Sapienza Editore, Roma 2021.
Modalità Frequenza
Attendance at Psychomotor Education classes is strongly recommended to ensure effective and comprehensive learning of the course's skills. Classes are primarily held in person, with theoretical sessions alternating with hands-on workshops, where students can experience psychomotor techniques and methods firsthand. Active and regular participation is an important requirement for passing the final exam and acquiring specific professional skills.Modalità Valutazione
Knowledge will be assessed through an oral exam, designed to assess students' understanding of the epistemological and methodological foundations of the discipline, their knowledge of the main pedagogical theories of psychomotor education, and their ability to apply them in educational contexts. Critical analysis skills, independent judgment, communication skills, and aptitude for research in educational contexts will also be assessed.