The school realizes its work of formation through the processes of socialization and the learnings that between them they have an interdependent relationship. The article investigates value educative of the dimension social, cultural, emotional and cognitive through physical activity, motor and sports. The present study, the theoretical argument, try to clarify some aspects: the experience, the affectivity and the emotion can facilitate or hinder the evolutionary process of the student. The eight key competences approved by the European Parliament in 2006 are closely related to aspects of interdisciplinarity and transdisciplinarity in the period from 0 to 14 years. The education to the physical activity, motor and sports should be the center of the teaching-learning processes and help the process of construction of knowledge and skills within the school. It is also highlighted, how much this knowledge and skills system can be conditioned by social, cultural and emotional aspects. In conclusion, it is desirable to structure the learning environment with the bio-psycho-social paradigm of physical, motor and sports activities to achieve the goals of skills at the end of the first cycle of education of the National Guidelines for the curriculum of 2012.
|Titolo:||PHYSICAL AND SPORT ACTIVITY AND THE RELATION TO THE EIGHT KEY COMPETENCES OF THE RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL|
|Autori interni:||TAFURI, Domenico|
|Data di pubblicazione:||2017|
|Appare nelle tipologie:||1.1 Articolo in rivista|