To show the organization of the course that includes this module, follow this link Course organization
Planning and programming module
The course aims to make a shared reflection with the future teachers on the skills that the teacher will be able to develop in the future area of school physical education by stimulating the sharing of knowledge and their transversality.
• From the point of view of the uniformity of the training offer, the objectives of the projects will aim at programming the motor and sports initiatives not as an autonomous segment, but linking them within the curricular path of the student, in close connection with the various disciplinary areas and the complex of educational activities.
• Today, motor experiences are recognized as a decisive contribution to the development of cognitive capacities and in particular to the consolidation of spatial, temporal and cause-effect concepts that are so important and indispensable for the success of school learning. On the contrary, the lack or the evident lack of development of motor skills leads to a lowering of pupils' cognitive and socio-relational skills, a fact that is systematically evidenced by surveys conducted at national and international level in Europe.
In this perspective, the projects will have to face, in an overall view, the problems related to the psycho-physical well-being of the students in the framework of a harmonious development of the personality.
Transversal development of the "Competences of the teacher of E.F."
The course aims to develop, with a view to the renewal of the teaching figure towards "new knowledge" and towards an innovative vision of the contents of Physical Education:
a) KNOWLEDGE OF CONTENTS
Understanding the contents and disciplinary concepts related to the development of a physically educated person.
b) GROWTH AND DEVELOPMENT
Understand how the individual learns and develops, and can foresee opportunities that support physical, cognitive, social and emotional development.
c) INDIVIDUALIZATION OF THE TEACHING
Understand how to approach individual differences and different approaches to learning and create instructions suited to these individual differences.
d) MANAGEMENT AND MOTIVATION
Use and understand individual and group motivations and behaviors and create a learning environment that safeguards and encourages interaction
positive social, self-motivation processes and active learning.
It uses knowledge of verbal, non-verbal efficacy, and communication techniques to increase learning and commitment in the field of physical education.
f) PLANNING AND DESIGN
Understands the importance of planning and developing appropriate educational units that improve the development of the physically educated person.
It includes the various types of initial assessment and its contributions to a complete and continuous program, as well as the development of the social, physical and cognitive emotional domains.
Understands the contribution of being a
reflective practitioner and contribution to the whole
professional development and the opportunity for professional development and actively seeks opportunities to support professional growth.
Use technological information to increase personal and vocational learning and productivity.
l) COLLABORATION IN TEACHING TEAM
Understand the need to encourage collaborative relationships with colleagues, parents and local social agencies to support the development of a physically educated person.
-What are the teacher's functions according to the Rink?
According to Rink the functions of the teacher can be summarized in the following seven
1. identify the results
3. present the task
4. organize and manage the learning environment
5. monitor the learning environment
6. develop content
What are the characteristics of an effective teacher according to Siedentop?
RE: According to Siedentop, effective teaching in Physical Education is characterized by time spent on motor, class climate, type of information and work organization.
Examples of "transversal" planning linked to physical and sports education activities:
Projects involving activities for handicapped pupils;
Projects related to schools with areas of socio-economic hardship;
Complex autonomous projects, developed individually by logistically isolated schools;
Networked structured projects especially with logistically isolated schools;
Projects that overcome the distinction between curricular and extracurricular activity;
Projects that enhance the interdisciplinary nature of motor and sports education with other education, disciplines and languages.
the evaluation will take place in a double modality and will be followed in progress by the teacher in collaboration with the internship tutors;
evaluation of jobs uploaded to the platform
presentation of projects and projects in presence