Davide Di Palma, Maurizio Corona


Kindergarten is the first educational environment, external to the family, in which each individual begins to relate to a group of peers. It is evident how important it is to lay the educational foundations in this context, so as to establish the basic conditions for training the future youth of tomorrow. In this perspective, the inclusion of experimental educational protocols in the educational curriculum of preschools could play a fundamental role. This Paper shows the application of an experimental educational protocol focused on motor and sports education, and analyzes the results in terms of educational growth and pedagogy compared to a control group that, instead, continued with regular school activities. The objective is to bring to light the educational benefits that an experimental motor and sports education approach is able to generate in children, and the extent to which training, starting from kindergarten, should be oriented in this direction.


Experimental Educational Processes, Kindergarten, Motor-Sports Pedagogy, Inclusion, Experimental Didactics

Full Text:

PDF (Italiano)


Bailey, R. (2005). Evaluating the relationship between physical education, sport and social inclusion. Educational review, 57(1), 71-90. https://doi.org/10.1080/0013191042000274196

Burke, R. S., & Duncan, J. (2016). Culturally contested corporeality: Regulation of the body in New Zealand and Japanese early childhood education. Global Studies of Childhood, 6(1), 6-16.

Coffey, J., & Watson, J. (2015). Bodies: Corporeality and embodiment in childhood and youth studies. Handbook of children and youth studies, 185-200.

Di Palma, D, Belfiore, P (2020). Oblique didactics: Innovating the ludic experience in kindergarten to promote pedagogical training. Journal of Human Sport and Exercise, vol. 15(3proc), p. 531-538, ISSN: 1988-5202

Draganoudi, A., Kaliampos, G., & Lavidas, K. (2021). Kindergarten Teachers' Representations for Their Socio-Cognitive Practices during the Natural Sciences Activities. Acta Didactica Napocensia, 14(1), 174-181.

Ericsson, I., & Karlsson, M. K. (2014). Motor skills and school performance in children with daily physical education in school–a 9‐year intervention study. Scandinavian journal of medicine & science in sports, 24(2), 273-278. https://doi.org/10.1111/j.1600-0838.2012.01458.x

Green, B. (2021). Practice Theory, Corporeality, and Professional Education: Rethinking the Body. In Embodiment and Professional Education (pp. 13-25). Springer, Singapore.

Männistö, J. P., Cantell, M., Huovinen, T., Kooistra, L., & Larkin, D. (2006). A school-based movement programme for children with motor learning difficulty. European Physical Education Review, 12(3), 273-287. https://doi.org/10.1177/1356336x06069274

McKenzie, T. L., Sallis, J. F., Prochaska, J. J., Conway, T. L., Marshall, S. J., & Rosengard, P. (2010). Evaluation of a two-year middle-school physical education intervention: M-SPAN. People, 25(8), 2-6. https://doi.org/10.1249/01.mss.0000135792.20358.4d

Paloma, F. G., & Fragnito, V. (2013). The neuro didactic mind and body between pedagogy and neurosciences. Research on Education and Media, 2, 107-121.

Ravanis, K., & Bagakis, G. (1998). Science education in kindergarten: sociocognitive perspective. International Journal of Early Years Education, 6(3), 315-327.

Tortella, P. (2013). Mente e corpo nella relazione educativa nelle scuole dell’infanzia: lo sviluppo delle capabilities per una buona qualità della vita. FORMAZIONE & INSEGNAMENTO. Rivista internazionale di Scienze dell'educazione e della formazione, 11(1), 121-128.

Valentini, M., Guerra, F., Troiano, G., & Federici, A. (2019). Outdoor Education: corpo, apprendimento, esperienze in ambiente naturale. FORMAZIONE & INSEGNAMENTO. Rivista internazionale di Scienze dell'educazione e della formazione, 17(1), 415-428.

Vlieghe, J. (2014). Corporeality, equality, and education: A biopedagogical perspective. Review of Education, Pedagogy, and Cultural Studies, 36(4), 320-339.

Whipp, P. R., Hutton, H., Grove, J. R., & Jackson, B. (2011). Outsourcing physical education in primary schools: Evaluating the impact of externally provided programmes on generalist teachers. AsiaPacific Journal of Health, Sport and Physical Education, 2(2), 67-77. https://doi.org/10.1080/18377122.2011.9730352

Zogza, V., Ravanis, K., Bagakis, G., & Koliopoulos, D. (2001). Working with Sciences in Kindergarten: didactic strategies. In Proceedings of the 3rd International Conference on Science Education Research in the Knowledge Based Society (pp. 709-711).

DOI: https://doi.org/10.32043/gsd.v6i1s.484


  • There are currently no refbacks.

Copyright (c) 2022 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: 2532-3296