THE ZONE OF PROXIMAL DEVELOPMENT (ZPD) AND THE SUPERCOMPENSATION: POSSIBLE RELATIONSHIPS AND IMPLICATIONS IN EDUCATION AND SPORT

Veronica Bigi, Paola Damiani

Abstract


This article explores the connections between Vygotsky’s Zone of Proximal Development (ZPD) and the theory of supercompensation in sports, hypothesising that their shared mechanisms could offer new perspectives for inclusive interventions. The findings highlight that structured stimuli and expert support foster superior cognitive and physical adaptations, emphasising the pedagogical value of a transdisciplinary approach to designing empowering educational and sports interventions.


Full Text:

PDF

References


Berthoz, A. (2009). Simplexity: Simplifying Principles for a Complex World. Yale University Press.

Bonaiuti, G. (2019). Didactics for Inclusion. FrancoAngeli.

Bompa T. O., Haff G. G., Theory and methodology of training, Human Kinetics, 5th edition, 2009

Bonaiuti G., Dalla cultura delle “evidenze” alla trasformazione delle pratiche. Criticità e prospettive per la ricerca educativa, in RicercAzione / Vol. 11, n. 2 / Dicembre 2019

Borghi, A. M., Gianelli, C., & Lugli, L. (2011). Objective and social components of grounding. Cognition, 117(2), 191–206.

Boscolo P., Psicologia dell'apprendimento scolastico. Aspetti cognitivi e motivazionali, Utet, Torino, 1997.

Caprin C., Zudini V., Lev Vygotskij, figura e opera da (ri)scoprire. Un contributo alle teorie dell’educazione, in: QuaderniCIRD, 11 (2015), pp. 32-55.

Caruana, F., & Borghi, A. M. (2011). Embodied Cognition and Language Evolution. Trends in Cognitive Sciences, 15(10), 467–468.

Chen, S. Y., Fan, J., & Macredie, R. D. (2006). Navigation in hypermedia learning systems: A framework. International Journal of Human-Computer Studies, 64(4), 298–322.

Clark, R. E., Nguyen, F., & Sweller, J. (2006). Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load. Pfeiffer.

Collins A., Brown S. J., Newman S. E., L’apprendistato cognitivo. Per insegnare a leggere, scrivere e far di conto, in C. Pontecorvo et al., I contesti sociali dell’apprendimento. Acquisire conoscenze a scuola, nel lavoro, nella vita quotidiana, Ambrosiana, Milano, pp. 181-231, 1989

D’Amore, B., Fandiño Pinilla, M. I., & Marazzani, I. (2004). “Esercizi anticipati” e “zona di sviluppo prossimale”: comportamento strategico e linguaggio comunicativo in attività di problem solving. La matematica e la sua didattica. 2, 71-95.

Damiani, P., & Gomez Paloma, F. (2019). Educational ECS Embodied cognitive approach for school. Italian Journal of Educational Research, (21), 73–82.

Damiano, E. (1993). L’azione didattica, Roma, Armando, 1993

Develay, M. (1992). The Knowledge Triangle: Teacher, Student, and Knowledge in Didactics. ESF.

Engeström, Y. (1996). Activity Theory as a Framework for Analysing and Redesigning Work. Ergonomics, 38(2), 133-143.

Ferri, F., et al. (2011). Gestures as Precursors of Language: From Mirror Neurons to Intersubjectivity. Trends in Neuroscience and Education, 5(3), 146–157.

Floridi, L. (2009). The Philosophy of Information. Oxford University Press.

Gibson, J. J. (1979). The Ecological Approach to Visual Perception. Houghton Mifflin.

Giaconi, C. (2012). Inclusive Education and Sustainable Development. FrancoAngeli.

Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.

Hattie, J., & Yates, G. C. R. (2013). Visible Learning and the Science of How We Learn.

Yakovlev, N. (1967). Sports Biochemistry. Leipzig: Deutsche Hochschule für Körperkultur.

Kantar L. D., Ezzeddine S., Rizk U., Rethinking clinical instruction through the zone of proximal development, Nurse Education Today. December 2020

Liverta Sempio O., Vygotskji, Piaget, Bruner Concezioni dello sviluppo, Raffaello Cortina editore, Milano, 1998

Manno R., Fondamenti dell’allenamento sportivo, Zanichelli, Bologna, 1989

Mirolli, M., & Parisi, D. (2011). Social Interactions and Language Evolution: From Gesture to Speech. Behavioral and Brain Sciences, 34(2), 123–144.

Mori, L. (2015). The Connectome: Neural and Social Networks in the Infosphere. FrancoAngeli.

Mukhopadhyay K., Physiological basis of adaptation through super-compensation for better sporting result in Adv Health Exercices December 2021 pp. 30-42.

Nomura N., Matsuno K., Muranaka T. et al. How Does Time Flow in Living Systems? Retrocausal Scaffolding and E-series Time in Biosemiotics 12, 267–287 (2019).

Piéron M., Pédagogie des activités physiques et sportives, Méthodologie et didactique, Ministère de l’éducation nationale, Bruxelles, 1998

Pontecorvo C., Ajello A.M., Zucchermaglio C. (1989). I contesti sociali dell’apprendimento. Acquisire conoscenze a scuola, nel lavoro, nella vita quotidiana”, Ambrosiana, Milano, pp. 181-231,

Rietveld, E., & Kiverstein, J. (2014). A Rich Landscape of Affordances: Ecological Psychology Meets Phenomenology. Philosophy and Phenomenological Research, 88(2), 323–351.

Riva, M. G. (2004). Designing Learning Environments: Methods and Techniques. FrancoAngeli.

Sannino, A. (2011). Cultural Artifacts and Expansive Learning: Overcoming Cartesian Dualism. Mind, Culture, and Activity, 18(2), 135-154.

Sen, A. (1985). Commodities and Capabilities. Oxford University Press.

Seung, S. (2012). Connectome: How the Brain’s Wiring Makes Us Who We Are. Houghton Mifflin Harcourt.

Selye H.: Stress and the general adaptation syndrome, in British Medical Journal, 1950

Trinchero R., Nove concetti chiave per un’istruzione informata dall’evidenza, Formazione & Insegnamento XV – 2 – 2017.

Vygotsky, L. S. (1974). History of the Development of Higher Psychological Functions. Florence: Giunti.

Vygotsky, L. S. (1986). Lectures on Psychology. Rome: Riuniti.

Vygotsky, L. S. (1934). Thought and Language (Italian translation edited by L. Mecacci).

Vygotsky, L. S. (1931-1980). The Cognitive Process. Turin: Boringhieri.Vygotsky, L. S. (1934). Thinking and Speech. Moscow: USSR Academy of Pedagogical Sciences.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press

Wada N., Ito K., Nakagawa T., Optimal training plans on physical performance considering supercompensation, Communications in Statistics in Theory and Methods, April 2020, pp. 109-130

Weineck J., L’allenamento ottimale, Calzetti e Mariucci, Perugia 2009

Wood D., Bruner J. S., Ross G., The role of tutoring in problem solving, in Journal of child psychology and psychiatry, 1976

Zatsiorsky V. M., Kraemer W. J., Fry A. C., Science and Practice of Strength Training, Human Kinetics Publishers 2020




DOI: https://doi.org/10.32043/gsd.v8i4.1272

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 ITALIAN JOURNAL OF HEALTH EDUCATION, SPORT AND INCLUSIVE DIDACTICS

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Italian Journal of Health Education, Sports and Inclusive Didactics 
ISSN printed: 2532-3296