Motor learning and didactics into physical education and sport documents in middle school-first cycle of education in Italy.

Abstract

IntroductionSince 2003 in Italy, the education of physical activity has been changing continuously by the Minister of Education University and Research (MIUR) and it is updated every three or four years as well as it happens for every subject in the school. At the same time, new discoveries on the brain aspects of the mechanism of how the motor and sports skills are learned, ask for a new teaching method to improve a better didactics. Actually, there is not an accurate study on the question of didactics and what it is the teaching method in middle school, as a part of the first cycle of education, and this relation to other type of school and to sports association for the same age (6-14 years old). In preschool regulation documents (Raiola, 2011a) and in primary school one (Raiola, 2011b) there are no elements and/or methods to establish the application of new discoveries of motor control system in its multiple scientific theories: closed loop motor control, open loop motor control, motor imagery, freedom degrees. The recent work has analyzed the didactics into the educate program in one of the most important sports team that is practised in the middle school (Raiola 2012a). So, it could consequentially be logic to continue the investigation along the way to examine the regulation documents of the subsequent degree of the first cycle of education. So this work aims to determine whether the new acquisitions in the field of research on movement and the consequent impact on the paradigms of learning and teaching have been considered in drafting the ministerial documents that regulate and direct the middle school, commonly called lower school, that is the final step of the first cycle of education in Italy.In this first part of the work, we must talk about contents of ministerial document and its development over a defined period of time.In Programs of '63 and '79, physical education in the peculiarity of its activities and its techniques helps to promote balanced ripening psycho-physical, intellectual and moral of pre-adolescent student and improve his integration into the society through the solicitation of a harmonious development of the body.In National Guidelines of 2004 with the law 53/2003 and the decree new terms entered in the pedagogicaldidactic language: personalized study plans (PSPs), personalized plans of Educational Activities (PPAE), Profile, cultural and professional education (PECUP), National Guidelines, Recommendations, civil coexistence, polyarchy, horizontal and vertical subsidiarity, Learning Units (AU). Although the targets are enriched with adjectives: general, specific learning (OSA); knowledge become declarative, conditional, procedural, while skills became mainstreaming and specific. Appear terms such as portfolios, laboratory and Larsa, the prevailing teacher, the tutor, external evaluation (by INValSI) and internal evaluation. These were terms that should be reported to the theory underlying the reform of the school, but also to methodologies by which carry out the reform.Here are some significant excerpts from the section on physical education.The specific learning objectives of the educational Secondary School of First Instance, in view of the maturation profile of the educational, cultural and professional of the student at the conclusion of the first cycle of education, uses specific learning objectives indicated for the first two years and the third class in the tables attached to design units of learning. These depart from suitable and meaningful educational goals for individual students, with defined learning standards, and are developed through appropriate paths in method and content, and evaluate at the end, both the level of knowledge and acquired skills, whether and how they have developed the personal skills of each student (Article no. 8 of Presidential Decree no. 275/1999). The specific objectives of learning indicated in the accompanying tables are sorted by subject, on the one hand, and 'educations' that are converging into their education to civil society, on the other. …