Fostering Physical Education in Italian Primary School: the SBAM! Project in Apulia between Research Data & Educational Perspectives

Sergio Bellantonio, Dario Colella

Abstract


Physical Education in Primary School is a curricular subject that can significantly contribute to both the health development and to the education of correct eating habits and active lifestyles for years to come. The SBAM! Project has already planned a three-year intervention (2013-2016) in the first annuity and a second intervention, still ongoing (2019-2021), aimed at promoting the quality of physical education in the Primary School, involving subjects attending from the third to the fifth class of some schools in Apulia. Starting from the data obtained in the first annuity, the article presents the educational perspectives that are desirable to be implemented in the current annuity, to be considered as data on which to systematically analyze future projects on the promotion of motor and sports activities at school

Full Text:

PDF (Italiano)

References


Ainsworth, B.E., & Macera, C.A. (2018). Promoting Physical Activity in a Public Health Context. Journal of Sport and Health Science, 7, 1-2. DOI: https://doi.org/10.1016/j.jshs.2017.10.004

Antonovsky, A. (1996). The Salutogenic Model as a Theory to Guide Health Promotion. Health Promotion International, 11, 11-18.

Bailey, R. (2006). Physical Education and Sport in Schools: A Review of Benefits and Outcomes. Journal of School Health, 76, 397-401. DOI: https://doi.org/10.1111/j.1746-1561.2006.00132.x

Beets, M.W., Okely A., Weaver, R.G., Webster, C., Lubans, D., Brusseau, T., Carson, R., & Cliff, D.P. (2016). The Theory of Expanded, Extended, and Enhanced Opportunities for Youth Physical Activity Promotion. International Journal of Behavioral Nutrition and Physical Activity. 13.120, 1-15. DOI: 10.1186/s12966-016-0442-2.

Bortoli, L., & Robazza, C. (2016). L’apprendimento delle abilità motorie. Due approcci tra confronto e integrazione. SDS-Rivista di cultura sportiva, 109(1), 23-34.

Carraro, A. (2012). Valutare il piacere nelle attività motorie: il PACES-it. Giornale Italiano di Ricerca Educativa, 5, 259-265.

Carraro, A., Young, M., & Robazza, C. (2008). A Contribution to the Validation of the Physical Activity Enjoyment Scale in an Italian Sample. Social Behavior and Personality, 36.1, 911-918.

Clark, A. & Chalmers, D.J. (1998), The Extended Mind. Analysis, 58.1, 1-19. DOI: 10.1093/analys/58.1.7

Colella, D. (a cura di) (2018). Attività motorie, processo educativo e stili di vita in età evolutiva. Bari: Progedit.

Colella, D., Morano, M., Bortoli, L., & Robazza, C. (2008). A Physical Self-Efficacy Scale for Children, Social Behavior and Personality. An International Journal, 36.6, 841-848.

Damásio, R.A. (1994). Descartes’ Error: Emotion, Reason, and the Human Brain. New York: Putnam.

Errisuriz, V.L., Golaszewski, N.M., Born, K., Bartholomew, J.B. (2018). Systematic Review of Physical Education-Based Physical Activity Interventions Among Elementary School Children. The Journal of Primary Prevention, 39(3), 303-327. DOI: 10.1007/s10935-018-0507-x.

European Commission (2015). EU Work Plan for Sport 2014-2017. Expert Group on Health – Enhancing Physical Activity. Recommendations to Encourage Physical Education in School, Including Motor Skills in Early Childhood, and to Create Valuable Interactions with the Sport Sector, Local Authorities and the Private Sector. https://eacea.ec.europa.eu/sites/eacea-site/files/recommendations_pe_at_schools_2015.pdf (15/10/2019).

European Commission (2016). Report from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the regions on the Implementation of the Council Recommendation on Promoting Health-Enhancing Physical Activity Across Sectors. https://eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A52016DC0768 (21(10/2019).

Geake, J.G. (2009). The Brain at School. Educational Neuroscience in the Classroom. London: Open University.

Kahn, J.A., Huang, B, Gillman, M.W., Field, A.E., Austin, S.B., Colditz, G.A., & Frazier, A.L. (2008). Patterns and Determinants of Physical Activity in U.S. Adolescents. Journal of Adolescence Health, 42.4, 369-377. DOI: 10.1016/j.jadohealth.2007.11.143.

Lave J., Wenger E. (1990). Situated Learning: Legitimate Periperal Participation. Cambridge: Cambridge University Press.

Messing S., Rütten A., Abu-Omar K., Ungerer-Röhrich U., Goodwin L., Burlacu I, & Gediga G. (2019). How Can Physical Activity Be Promoted Among Children and Adolescents? A Systematic Review of Reviews Across Settings. Frontieres in Public Health, 7.55, 1-15. DOI: 10.3389/fpubh.2019.00055

Morin, E. (1991). Introduction à la pensèe complexe. Paris: ESF.

Mosston, M., & Ashworth, S. (2002). Teaching Physical Education (5th Ed.). San Francisco: Benjamin Cummings.

Mygind, L., Kjeldsted, E., Hartmeyer, R., Mygind, E., Bølling, M., Bentsen, P. (2019). Mental, Physical and Social Health Benefits of Immersive Nature-Experience for Children and Adolescents: A Systematic Review and Quality Assessment of the Evidence. Health & Place, 58. 102136. DOI: https://doi.org/10.1016/j.healthplace.2019.05.014

Nordin, L.L., Jourdan, D. & Simovska, V. (2019). (Re)framing School as a Setting for Promoting Health and Wellbeing: A Double Translation Process. Critical Public Health, 29.3, 325-336. DOI: https://doi.org/10.1080/09581596.2018.1449944

Rivoltella, P.C. (2012). Neurodidattica. Insegnare al cervello che apprende. Milano: Raffaello Cortina.

Rosati, L. (2005). Il Metodo della didattica. L’apporto delle Neuroscienze. Brescia: La Scuola.

Rosch, E., Thompson, E., Varela, F.J. (1991). The Embodied Mind: Cognitive Science and Human Experience. Cambridge: The MIT Press.

Sousa, D.A. (2010). Mind, Brain & Education. Neuroscience Implications for the Classroom. Bloomington: Solution Tree Press.

Tokuhama-Espinosa, T. (2010). Mind, Brain, and Education Science: A Comprehensive Guide to the New Brain-Based Teaching. New York: Norton.

Watson, A., Timperio, A., Brown, H., Best, K., & Hesketh, K. D. (2017). Effect of Classroom-Based Physical Activity Interventions on Academic and Physical Activity Outcomes: A Systematic Review and Meta-Analysis. The International Journal of Behavioral Nutrition and Physical Activity, 14.114. DOI: https://doi.org/10.1186/s12966-017-0569-9.

Wilson, M. (2002). Six Views of Embodied Cognition. Psychonomic Bullettin & Review, 9.4, 625-636.

World Health Organization (1948). Constitution. New York: WHO.

World Health Organization (1978). Primary Health Care: Report of the International Conference on Primary Health Care. Geneva: WHO.

World Health Organization (1986). Ottawa Charter for Health Promotion, WHO /H PR/HEP/95.1. Geneva: WHO.

World Health Organization (2010). Global Recommendations on Physical Activity for Health. Geneva: WHO.

World Health Organization (2016). Physical Activity Strategy for the WHO European Region 2016-2025. Copenhagen: WHO.




DOI: https://doi.org/10.32043/gsd.v3i4.152

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva

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