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.
teacher profile teaching materials
Growing through sensory experiences and therefore his own perceptive functions, the new individual is able to experience the surrounding environment, define the boundaries, possibilities and limits of action of his own body by communicating at a somato-psychic level with his own genome and allowing the epigenetic modulation of this as a phenotypic response to the motor and emotional stresses in which it grows.
With play (relationship with objects and the environment and people) and movement he reaches and perfects not only important skills such as balance, concentration, attention, physical abilities, but also awareness or his own identity corporeal (somato-aesthetic and somato-sensorial) and therefore emotional-relational, acquiring awareness of one's own entity with and entering into communication with others.
A fundamental prerequisite of psychomotor education is the global consideration in childhood and adolescence, in a holistic dimension, of its mind-body unity and the understanding of the purpose of psychomotor action even in the event that physiological differences and defects exist.
The program focuses on the knowledge of the aspects and elements of anatomy and physio-pathology and movement disorders from childhood, adolescence and young adult according to the Biological Aesthetic Structural Model (MSEB, Villanova M., 2006).
Direct observation of the child. Embryo-fetal development and risk factors. Ontogenesis, Phylogenesis, Embryogenesis and Comparative Ethology of Motor Development.
Psychomotor retardation. Cognitive development. Emotional development. Acquisition of the body schema. Body awareness. Genesis of the imitation of gestures. Memory. Play as a learning tool
Cognitive development according to J. Piaget. Dyspraxia. Hemispheric dominance. Alterations from lateralization. Concept of number and quantity.
Villanova M., Educazione Psicomotoria, La Sapienza Ed., Roma, 2020
Camerucci M., Formazione e coerenze educative, Morlacchi Ed., Perugia, 2016
Programme
Neuro-motor experience and experimentation is the basis of every process of maturation and somatic, emotional, affective, relational and social growth. From the infinitely large of the external world even before birth, the child uses the body to relate to himself and to the world that surrounds him, making all possible sensory experiences his own through emotions, affecting them in the infinitely small of his neuronal synapses and therefore transforming them into neuro-motor learning.Growing through sensory experiences and therefore his own perceptive functions, the new individual is able to experience the surrounding environment, define the boundaries, possibilities and limits of action of his own body by communicating at a somato-psychic level with his own genome and allowing the epigenetic modulation of this as a phenotypic response to the motor and emotional stresses in which it grows.
With play (relationship with objects and the environment and people) and movement he reaches and perfects not only important skills such as balance, concentration, attention, physical abilities, but also awareness or his own identity corporeal (somato-aesthetic and somato-sensorial) and therefore emotional-relational, acquiring awareness of one's own entity with and entering into communication with others.
A fundamental prerequisite of psychomotor education is the global consideration in childhood and adolescence, in a holistic dimension, of its mind-body unity and the understanding of the purpose of psychomotor action even in the event that physiological differences and defects exist.
The program focuses on the knowledge of the aspects and elements of anatomy and physio-pathology and movement disorders from childhood, adolescence and young adult according to the Biological Aesthetic Structural Model (MSEB, Villanova M., 2006).
Direct observation of the child. Embryo-fetal development and risk factors. Ontogenesis, Phylogenesis, Embryogenesis and Comparative Ethology of Motor Development.
Psychomotor retardation. Cognitive development. Emotional development. Acquisition of the body schema. Body awareness. Genesis of the imitation of gestures. Memory. Play as a learning tool
Cognitive development according to J. Piaget. Dyspraxia. Hemispheric dominance. Alterations from lateralization. Concept of number and quantity.
Core Documentation
Villanova M., Educazione Psicomotoria, La Sapienza Ed., Roma, 2020
Camerucci M., Formazione e coerenze educative, Morlacchi Ed., Perugia, 2016
Type of evaluation
.