Italian Journal of Health Education, Sports and Inclusive Didactics
TRANSFER GOAL: REAL TASK IN PHYSICAL EDUCATION AS REPRESENTATIVE LEARNING ENVIRONMENT
Abstract
Over the past decade the scientific literature recognized the potentiality of physical education and sport for the integrated development of the person, highlighting the benefits on the different domains.
To achieve this, the participation in physical and sport activities alone is not enough, it is necessary to create quality learning environments with an adequate organizational structure supported by high-profile methodological-didactic skills of the practitioners.
This contribution focuses on the transfer process, that can and must be carried out so that the student can, through guided and representative experiences, be able to face the problematic situations of reality with a rational, creative, planning and critical attitude, reusing the knowledge, skills and competences acquired in training contexts.
Starting from an educational approach that frames the discipline of physical education as a methodological glue able to promote the overall development of the person, according to the ecological-dynamic approach and non-linear pedagogy in physical education, possible lines of methodological action-functional didactics to the design of representative learning environment able to favour the transfer process will be traced.
Keywords
Full Text:
PDF (Italiano)References
Araújo, D., & Davids, K. (2009). Ecological approaches to cognition and action in sport and exercise: Ask not only what you do, but where you do it. International Journal of Sport Psychology, 40, 5–37.
Bereiter, C. (2005). Education and mind in the knowledge age. Routledge.
Bransford, J. D., & Schwartz, D. L. (1999). Chapter 3: Rethinking transfer: A simple proposal with multiple implications. Review of research in education, 24(1), 61-100.
Brown, A.L., Bransford, J.D., Ferrara, R.A., & Campione, J.C. (1983). Learning, remembering, and understanding. In J.H. Flavell, and E.M. Markman (Eds.), Handbook of child psychology: Vol. 3. Cognitive Development (4th ed., pp. 77–166). New York: John Wiley and Sons.
Brunswick, E. (1956). Perception and the representative design of psychological experiments (2nd ed.). Berkeley: University of California Press.
Chow, J. Y. (2021). Nonlinear Pedagogy: A New Framework for Designing Learning Environments for Sport, Physical Education and Recreational Activities. In Nonlinear Pedagogy and the Athletics Skills Model (pp. 75-90). Routledge.
Chow, J.Y. (2013). Nonlinear Learning Underpinning Pedagogy: Evidence, Challenges, and Implications. Quest 65: 469– 484.
Chow, J.Y., Davids, K., Button, C., Shuttleworth, R., Renshaw, I., & Araújo, D. (2007). The role of nonlinear pedagogy in physical education. Review of Educational Research, 77(3), 251-278.
Colella D. (2018). Physical Literacy e stili d’insegnamento. Ri-orientare l’Educazione Fisica a scuola. Formazione & Insegnamento, XVI, 1, 33-42.
Da Re, F. (2013). La didattica per competenze: apprendere competenze, descriverle, valutarle. Pearson.
Davids, K., Button, C., Araújo, D., Renshaw, I., & Hristovski, R. (2006). Movement models from sports provide representative task constraints for studying adaptive behaviour in human movement systems. Adaptive Behaviour, 14, 73–95.
Eraut, M. (2000). Non‐formal learning and tacit knowledge in professional work. British journal of educational psychology, 70(1), 113-136.
Gallese V. Fadiga, L. Fogassi L. & Rizzolatti G. (1996). Action Recognition in Premotor Cortex. Brain, 119 (2), 593-609.
Galliani L. (2012) Apprendere con le tecnologie nei contesti formali, non formali e informali. In Limone P. (Ed) Media, tecnologie e scuola: per una nuova Cittadinanza Digitale. Bari:Progedit
Gibson, J. J. (1979). The ecological approach to visual perception. Boston: Houghton Mifflin.
Glatthorn, A. A. (1999). Performance standards and authentic learning. Eye on Education.
Haskell, R. E. (2000). Transfer of learning: Cognition and instruction. Elsevier.
Kirk, D., & Macdonald, D. (1998). Situated learning in physical education. Journal of Teaching in Physical education, 17(3), 376-387.
Kolb, D. (1984). Experiential Learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
LeDoux, J. (1998). Il cervello emotivo. Alle origini delle emozioni, Milano, Baldini Castoldi Dalai.
McKeough, A., Lupart, J., & Marini, A. (Eds.). (1995). Teaching for transfer: Fostering generalization in learning. Lawrence Erlbaum Associates, Inc.
MIUR (2010). Indicazioni nazionali riguardanti gli obiettivi specifici di apprendimento concernenti le attività e gli insegnamenti compresi nei piani degli studi previsti per i percorsi liceali.
MIUR (2012). Indicazioni nazionali per il curricolo per la scuola dell’infanzia e del primo ciclo di istruzione.
MIUR (2018). Nazionali e Nuovi Scenari, Comitato Scientifico Nazionale per le Indicazioni 2012 della scuola dell’infanzia e del primo ciclo di istruzione.
Mosston M. & Ashworth S. (2008). Teaching physical education. First on line edition.
Newell, K. M. (1986). Constraints on the development of coordination. In Motor development in children. Aspects of coordination and control, ed. M.G. Wade and H.T.A. Whiting, 341–60. Dordrecht The Netherlands: Martinus Nijhoff.
Organizzazione delle Nazioni Unite per l’Educazione, la Scienze e la Cultura (2015). Trasformare il nostro mondo: l’agenda 2030 per lo sviluppo sostenibile.
Ovens, A., Hopper, T., & Butler, J. (2013). Complexity thinking in physical education. Routledge Studies in Education and Youth Sport. Routledge: Taylor & Francis Group.
Parlamento Europeo e Consiglio Europeo (2018). Raccomandazione sulle Competenze chiave per l’apprendimento permanente, del 22 maggio 2018.
Parlamento Europeo e Consiglio Europeo. Raccomandazione del parlamento europeo e del Consiglio del 18 dicembre 2006 relativa a mobilità transnazionale nella Comunità a fini di istruzione e formazione professionale Carta europea di qualità per la mobilità (2006/961/CE).
Pea, R. D. (1987). Socializing the knowledge transfer problem. International Journal of Educational Research, 11, 639-663.
Perkins, D. N., & Salomon, G. (1992). Transfer of learning. International encyclopedia of education, 2, 6452-6457.
Pinder, R., Davids, K., Renshaw, I., & Araujo, D. (2011). Representative learning design and functionality of research and practice in sport. Journal of Sport & Exercise Psychology, 33(1), 146-146.
Polàcek, K. (2005). Questionario sui Processi di Apprendimento. Firenze: Organizzazioni Speciali.
Raccomandazione del consiglio dell’Unione Europea del 22 maggio 2018 relativa alle competenze chiave per l’apprendimento permanente (2018/C 189/01).
Revans, R. (1980). Action learning: new techniques for management. London: Blond & Briggs.
Schwartz, J. M., & Begley, S. (2009). The mind and the brain. Springer Science & Business Media.
Slavin, R. E. (1980). Cooperative learning. Review of educational research, 50(2), 315-342.
Tessaro, F. (2014). Compiti autentici o prove di realtà. Formazione & Insegnamento XII, 3, pp.77-87.
Veenman, M. V., Hout-Wolters, V., Bernadette, H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and learning, 1(1), 3-14.
Vignati, R. (2009). Il transfer cognitivo nei processi di apprendimento: un paradigma del cambiamento e della creatività? In Psico-in. Informazione dell’Ordine degli Psicologi delle Marche. Anno XV, 2, 11, 15-19.
DOI: https://doi.org/10.32043/gsd.v6i1.592
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva
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