Benedetta Romano, Silvia Coppola, Rodolfo Vastola


The Physical Literacy (PL) process implies a reflective theoretical focus on the characteristics of complexity, dynamism, and embodiment inherent in the interrelationship between the individual and the environment. The theory relating to the dynamic ecological approach fits fully into this meaning, emphasizing the synergies between the individual and the environment and the role of emerging constraints. The purpose of this study is to investigate the effects of a didactic intervention, based on these principles, on the physical performance of a sample of 9 children aged between 4 and 8 years (average 6.22 ±1.79). The trial lasted six months, with two weekly meetings lasting 75 minutes each. The results show statistically significant differences between pre and post-intervention in the reference sample, consistent with the results of other studies in the scientific literature. In conclusion, in the light of the theoretical framework of reference and the results obtained in this study and in other researches, the importance of planning motor activities and experiences that follow the principles of individual-environment mutuality emerges, where the environment represents a primary factor in determining motor behavior.


Motor Sciences; Didactic; Pedagogy; Education

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