Frequenza alle lezioni e percezione di utilità delle esercitazioni pratiche nei corsi di laurea in Scienze delle attività motorie e sportive

Titolo Rivista CADMO
Autori/Curatori Claudio Scotton, Giovanni Cugliari, Alizé Scotton, Marco Ivaldi
Anno di pubblicazione 2016 Fascicolo 2016/1 Lingua Italiano
Numero pagine 14 P. 95-108 Dimensione file 198 KB
DOI 10.3280/CAD2016-001010
Il DOI è il codice a barre della proprietà intellettuale: per saperne di più clicca qui

Qui sotto puoi vedere in anteprima la prima pagina di questo articolo.

Se questo articolo ti interessa, lo puoi acquistare (e scaricare in formato pdf) seguendo le facili indicazioni per acquistare il download credit. Acquista Download Credits per scaricare questo Articolo in formato PDF

Anteprima articolo

FrancoAngeli è membro della Publishers International Linking Association, Inc (PILA)associazione indipendente e non profit per facilitare (attraverso i servizi tecnologici implementati da CrossRef.org) l’accesso degli studiosi ai contenuti digitali nelle pubblicazioni professionali e scientifiche

Providing an explanatory, unambiguous and definitive discussion on the role of the speculative and practices components in the teaching of a discipline is complex. It might seem obvious that scientific and technical disciplines require different learning activity, sometimes more practical, sometimes more theoretical. But these conventional approaches actually are not fully proven. Regarding Human Movement Sciences, historically assigned to the technical-scientific branch, for long time the need to support the practical experiential with theoretical notions was discussed about, with a proper crosscutting approach. The present study aims to investigate these characteristics, specifically trying to clarify some aspects of teaching a practical matter, Artistic Gymnastic, in the course of study in Science of motor and sports activities. Specifically, the results show that students who attend classes getting a final vote higher than non-attending, and those who believe in the utility of active learning of this discipline have a final vote higher than those who believe that the matter has little or no utility. The study tries to provide an objective analysis in a highly subjective area, highlighting details purely related to the conduct of practical exercises in the teaching of sciencetechnique matter.;

Keywords:Active learning, traditional teaching, learning by doing, self-assessment, human movement sciences, physical education

  1. Bize, R., Surbeck, R., Padlina, O., Peduzzi, F., Cornuz, J., Martin, B. (2007), Promotion of Physical Activity in the Primary Care Setting: What is the Situation in Switzerland?”, Revue Medicale Suisse, III (135), pp. 2731-2736.
  2. Bonwell, C.C., Eison, J.A. (1991), “Active Learning: Creating Excitement in the Classroom”, in 1991 Ashe-Eric Higher Education Reports. Eric Clearinghouse on Higher Education. Washington: The George Washington University, pp. 1-80.
  3. Chéron, G. (2011), “Neurofisiologia del movimento. Apprendimento motorio”, EMCMedicina Riabilitativar, XVIII, (4), pp. 1-10.
  4. Chickering, A.W., Gamson, Z.F. (1989), “Seven Principles for Good Practice in Undergraduate Education”, Biochemical Education, XV (3), pp. 140-141.
  5. Classen, J., Liepert, J., Wise, S. P., Hallett, M., Cohen, L.G. (1998), “Rapid Plasticity of Human Cortical Movement Representation Induced by Practice”, Journal of Neurophysiology, LXXIX (2), pp. 1117-1123.
  6. Ditcher, A.K. (2001), “Effective Teaching and Learning in Higher Education, with Particular Reference to the Undergraduate Education of Professional Engineers”, International Journal of Engineering Education, 17 (1), pp. 24-29.
  7. Emmanouel, C., Zervas, Y., Vagenas, G. (1992), “Effects of Four Physical Education Teaching Methods on Development of Motor Skill, Self-Concept, and Social Attitudes of Fifth-grade Children”, Perceptual and Motor Skills, LXXIV (3c), pp. 1151-1167.
  8. Ericsson, I. (2008), “To measure and improve Motor skills in Practice”, International Journal of Pediatric Obesity, III, (sup1), pp. 21-27.
  9. Ericsson, K.A. (2003), “Exceptional Memorizers: Made, Not born”, Trends in Cognitive Sciences, VII (6), pp. 233-235.
  10. Ericsson, K.A. (2008), “Deliberate Practice and Acquisition of Expert Performance: A General Overview”, Academic Emergency Medicine: Official Journal of the Society for Academic Emergency Medicine, XV (11), pp. 988-994.
  11. Ericsson, K.A. (2014), “Expertise”, Current Biology, June 2, XXIV (11): R508-10, DOI: 10.1016/j.cub.2014.04.013
  12. Ericsson, K.A., Prietula, M. J., Cokely, E.T. (2007), “The Making of an Expert”, Harvard Business Review, LXXXV (7/8), p. 114. Ericsson, K.A., Towne, T.J. (2010), “Expertise”, Wiley Interdisciplinary Reviews: Cognitive Science, I (3), pp. 404-416.
  13. Fiorito, G., Scotto, P. (1992), “Observational Learning in Octopus Vulgaris”, Science, CCLVI (5056), pp. 545-547.
  14. Gallotta, M.C., Guidetti, L., Franciosi, E., Emerenziani, G.P., Bonavolontà, V., Baldari, C. (2012), “Effects of Varying Type of Exertion on Children’s Attention Capacity”, Med. Sci Sports. Exerc, XLIV (3), pp. 550-555.
  15. Gil, A., Moreno, M.P., Moreno, A., García González, L., Claver, F., Del Villar, F.
  16. (2013), “Analysis of the Relationship between the Amount of Training and Cognitive Expertise. A Study of Young Volleyball Players”, The Journal of Strength & Conditioning Research, XXVII (3), pp. 698-702.
  17. Hake, R. R. (1998), “Interactive-engagement versus Traditional Methods: A Six-thousand-student Survey of Mechanics Test Data for Introductory Physics Courses”, American Journal of Physics, 66 (1), pp. 64-74.
  18. Hoellwarth, C., Moelter, M.J. (2011), “The Implications of a Robust Curriculum in Introductory Mechanics”, American Journal of Physics, 79 (5), pp. 540-545.
  19. Kember, D., Ho, A., Hong, C. (2008), “The Importance of Establishing Relevance in Motivating Student Learning”, Active Learning in Higher Education, 9 (3), pp. 249-263.
  20. Kirk, D., MacDonald, D., O’Sullivan, M. (2006), Handbook of Physical Education, London: Sage, pp. 1-19.
  21. Koch, H.J., Kittig, G., Eisermann, B., Böhm, A., Hartwich-Koch, R. (2014), “Concept of an Additional Physical Education Lesson in English (‘moving words’) per Week in a Secondary School: Results of Controlled Investigation”, MMW Fortschritte der Medizin, 156, pp. 1-5.
  22. Land, G., Jarman, B. (1993), Breakpoint and beyond: Mastering the Future today. New York (NY): HarperCollins.
  23. Lizzio, A., Wilson, K., Simons, R. (2002), “University Students’ Perceptions of the Learning Environment and Academic Outcomes: Implications for Theory and Practice”, Studies in Higher Education, 27 (1), pp. 27-52.
  24. MacIntyre, T.E., Igou, E.R., Campbell, M.J., Moran, A.P., Matthews, J. (2014), “Metacognition and Action: A New Pathway to understanding Social and Cognitive Aspects of Expertise in Sport”, Frontiers in Psychology, 5, p. 1155.
  25. MacIntyre, T.E., Moran, A.P., Collet, C., Guillot, A. (2013), “An Emerging Paradigm: A Strength-based Approach to Exploring Mental Imagery”, Frontiers in Human Neuroscience, 7, p. 104.
  26. Michael, J. (2006), “Where’s the Evidence that Active Learning works?”, Advances in Physiology Education, 30 (4), pp. 159-167.
  27. Mosston, M. (1992), “Tug-O-War, no more: Meeting Teaching-Learning Objectives using the Spectrum of Teaching Styles”, Journal of Physical Education, Recreation & Dance, LXIII (1), pp. 27-56.
  28. O’sullivan, M., Tsangaridou, N. (1992), “What Undergraduate Physical Education Majors learn during a Field Experience”, Research Quarterly for Exercise and Sport, LXIII (4), pp. 381-392. Peer, K.S., McClendon, R.C. (2002), “Sociocultural Learning Theory in Practice: Implications for Athletic Training Educators”, Journal of Athletic Training, 37 (4 suppl), S–136–S–140.
  29. Prince, M. (2004), “Does Active Learning work? A Review of the Research”, Journal of Engineering Education, 93 (3), pp. 223-231.
  30. Ridgers, N.D., Fazey, D., Fairclough, S.J. (2007), “Perceptions of Athletic Competence and Fear of negative Evaluation during Physical Education”, British Journal of Educational Psychology, LXXVII (2), pp. 339-349.
  31. Rizzolatti, G., Fadiga, L., Gallese, V., Fogassi, L. (1996), “Premotor Cortex and the Recognition of Motor Actions”, Cognitive Brain Research, III (2), pp. 131-141.
  32. Robinson, K. (2011), Out of Our Minds: Learning to be Creative. Chichester (UK): John Wiley & Sons.
  33. Smith, N.J., Monnat, S.M., Lounsbery, M.A. (2015), “Physical Activity in Physical Education: Are Longer Lessons better?”, Journal of School Health, LXXXV (3), pp. 141-148.
  34. Trudeau, F., Shephard, R.J. (2005), “Contribution of School Programmes to Physical Activity Levels and Attitudes in Children and Adults”, Sports Medicine, XXXV (2), pp. 89-105.
  35. Williams, A.M., Ericsson, K.A. (2005), “Perceptual-cognitive Expertise in Sport: Some Considerations when applying the Expert Performance Approach”, Human Movement Science, XXIV (3), pp. 283-307

Claudio Scotton, Giovanni Cugliari, Alizé Scotton, Marco Ivaldi, Frequenza alle lezioni e percezione di utilità delle esercitazioni pratiche nei corsi di laurea in Scienze delle attività motorie e sportive in "CADMO" 1/2016, pp 95-108, DOI: 10.3280/CAD2016-001010