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.

PHYSICAL LITERACY: DEFINITION AND DIDACTIC-METHODOLOGICAL APPROACHES. TOWARDS AN ITALIAN MODEL?

Colella Dario
Secondo
Methodology
2022

Abstract

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.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11587/469418
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