L’apprendimento di competenze motorie attraverso stili d’insegnamento di produzione. Risultati di un intervento didattico nella scuola primaria.
Abstract
Le competenze motorie sono costituite da fattori diversi e complementari, abilità-capacità motorie, conoscenze e atteggiamenti della persona, interdipendenti e contestualizzati.
Gli stili d’insegnamento di produzione, orientati sulla valorizzazione delle risposte motorie dell’allievo, promuovono il processo di apprendimento e costituiscono fattori di mediazione per il processo educativo poichè favoriscono i legàmi tra le funzioni motorie, cognitive, emotive e sociali.
La ricerca didattica dovrebbe procedere in due direzioni diverse e complementari: l’individuazione e la sperimentazione di contenuti e modalità organizzative, strumenti ed attrezzature e la relativa proposta di stili e strategie d’insegnamento, per favorire la mediazione tra insegnante-compito motorio-allievo-contesto, funzionali all’apprendimento ed allo sviluppo di competenze motorie, attraverso l’interazione tra i diversi fattori.
Obiettivo dello studio: valutare e confrontare gli effetti della variazione di stili d’insegnamento attraverso cui sono stati proposti compiti motori basati sulla scoperta di varianti esecutive, sulla coordinazione motoria, la percezione del sé (self-perception) ed il gradimento (enjoyment).
Il campione è costituito da quattro gruppi-classe della scuola primaria, due assegnati all’insegnante generalista (gruppo di controllo) e due all’insegnante specialista (gruppo sperimentale) che hanno proposto quattro unità di apprendimento sulle medesime tematiche. I risultati hanno evidenziato che la scelta di compiti motori e delle modalità organizzative, basati sulla variabilità della pratica e la variazione degli stili d’insegnamento, produce effetti non solo sullo sviluppo motorio coordinativo ma anche sulla self-perception e l’enjoyment (p<.05), rispetto al gruppo di controllo seguito dall’insegnante generalista. Variare gli stili d’insegnamento sollecita diverse modalità di apprendimento dell’allievo e costituisce un fattore determinante per lo sviluppo dei fattori psicologici correlati all’esperienza motoria.
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DOI: https://doi.org/10.32043/gsd.v4i4.255
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