Physical education in primary school is the setting for learning motor skills through a wide variety of activities, differentiated by quantitative and qualitative characteristics. The evaluation of the teaching process is aimed at identifying the repertoire of each child's abilities and related motor skills, systematically checking the stages of learning and the evolution of motor development, obtaining feedback on the didactic intervention carried out. Basic motor skills (Fundamental Motor Skills) play a central role in promoting daily physical activity and a strong correlation with coordinative and conditional motor skills, social behaviors and student knowledge (Gallahue et al. 2012). Children currently have reduced opportunities, compared to the previous decades, to learn through deconstructed motor activities, the executive variants of basic motor skills. Such executive variants, intentionally proposed by the teacher, through didactic proposals based on the variability of the practice, allow to learn gradually more complex motor skills, solve motor problems in relationship life, in the game and in sport, providing variable and transferable motor responses in the different contexts (Hulteen et al.2018).

Motor competencies assessment of primary school children with the MOBAK 3-4 protocol. Preliminary study.

Cristiana Simonetti
Methodology
2020

Abstract

Physical education in primary school is the setting for learning motor skills through a wide variety of activities, differentiated by quantitative and qualitative characteristics. The evaluation of the teaching process is aimed at identifying the repertoire of each child's abilities and related motor skills, systematically checking the stages of learning and the evolution of motor development, obtaining feedback on the didactic intervention carried out. Basic motor skills (Fundamental Motor Skills) play a central role in promoting daily physical activity and a strong correlation with coordinative and conditional motor skills, social behaviors and student knowledge (Gallahue et al. 2012). Children currently have reduced opportunities, compared to the previous decades, to learn through deconstructed motor activities, the executive variants of basic motor skills. Such executive variants, intentionally proposed by the teacher, through didactic proposals based on the variability of the practice, allow to learn gradually more complex motor skills, solve motor problems in relationship life, in the game and in sport, providing variable and transferable motor responses in the different contexts (Hulteen et al.2018).
978-0-578-57336-6
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11369/402043
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