Domenico Monacis, Dario Colella



The multiple definitions of Physical Literacy (PL) show how scientific research proceeds, frequently, in a fragmented and not unitary way, with studies and experiences not always in mutual relation and continuity, adopting, often, an analytical and not global approach to the educational process. The scientific evidence emphasized the educational and pedagogical role of motor activities as "accelerator of processes" for the physical, cognitive, emotional-relational and social child’s development. This contribution aims, starting from the definition of the disciplinary and intervention areas of the PL, to analyze some European and extra-European theoretical-organizational models, to propose, finally, some educational and methodological approaches with which to translate PL into practice.


Didattica basata sui modelli; didattica non-lineare; physical literacy; stili di insegnamento

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Italian Journal of Health Education, Sports and Inclusive Didactics 
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