Researches on Embodied Cognitive Science (ECS) are promising to become a rich interdisciplinary endeavor offer¬ing an opportunity to address, in a simultaneous and coordi¬nated way, problems of philosophical and educational nature including the development of the mind-body-brain and its consequences in the teaching and learning of Sport Activities and Physical Education in the classroom. These phenomena cannot be understood and studied out¬side the living and acting sentient beings coupled to a particu¬lar socio-ecological situation. Thus, the embodiment paradigm presents both conceptual and practical consequences that al¬low new ways to understand cognition, learning and teaching. In parallel to this, a strong interest in Adapted Physical Activities (APA) has grown stronger over the years; an activ¬ity that, according to what Simard C. (1973) has been affir¬ming from many years, includes any movement, any physical activity that can be practiced by individuals limited in physi¬cal, psychological and mental skills. This work presents, in an integrated way, some of the con-sequences and reflections on embodiment, notably the role of physicality and corporeality on teaching-learning processes in APA, and the potential of an enactive approach in education¬al relation between teacher and athlete. In doing so, it offers ways to challenge and reframe problems and issues in APA to improve teaching, learning as well as research practices.
Embodied cognitive science and adapted physical activities
GOMEZ PALOMA, FILIPPO;
2014
Abstract
Researches on Embodied Cognitive Science (ECS) are promising to become a rich interdisciplinary endeavor offer¬ing an opportunity to address, in a simultaneous and coordi¬nated way, problems of philosophical and educational nature including the development of the mind-body-brain and its consequences in the teaching and learning of Sport Activities and Physical Education in the classroom. These phenomena cannot be understood and studied out¬side the living and acting sentient beings coupled to a particu¬lar socio-ecological situation. Thus, the embodiment paradigm presents both conceptual and practical consequences that al¬low new ways to understand cognition, learning and teaching. In parallel to this, a strong interest in Adapted Physical Activities (APA) has grown stronger over the years; an activ¬ity that, according to what Simard C. (1973) has been affir¬ming from many years, includes any movement, any physical activity that can be practiced by individuals limited in physi¬cal, psychological and mental skills. This work presents, in an integrated way, some of the con-sequences and reflections on embodiment, notably the role of physicality and corporeality on teaching-learning processes in APA, and the potential of an enactive approach in education¬al relation between teacher and athlete. In doing so, it offers ways to challenge and reframe problems and issues in APA to improve teaching, learning as well as research practices.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
