La prasseologia delle attività di movimento danzato come strumento di implementazione delle pratiche didattiche: un approccio corporeo inclusivo

According to Erickson (1950), between the ages of 5 and 12, the child shows more complex social-artistic-sports skills than previous stages, which should be appropriately solicited from the first schooling. The possible use of batteries of motor assessment tests in educational contexts (Vayer, 1992) allows to derive fundamental information on the level of initial motor maturation of children, as well as to acquire objective data on circumstances relevant to the possible identification of levels of development through a standardized procedure for measurement and analysis (Meinel, 1984) by directing the programming of individualized teaching activities. After outlining the epistemological and normative background of motor and sports activities in the field of education and tracing a framework on research perspectives on the development of motor personality, The priority objective of this research was the study of basic motor skills and the role of corporeality in development processes, focusing on teaching in motion (dance) in a prasseological key in the motor field and on the transferability of knowledge also in an inclusive perspective. In particular, through a descriptive study, we wanted to investigate, with reference to age classes, gender and learning context (school/dance): the relationship, observation and development of basic motor skills in childhood. Consider how and according to what theoretical and practical assumptions educational dance can be inserted in first cycle schools in order to satisfy the development of fields of experience and skills so as to innovate the curriculum horizontally, but also vertically. The study involved a sample of convenience of 254 children aged 8-9 years (M=109; F=145), selected with non-probability sampling. The following survey tools were used: MOBAK 3-4 (MOtorische basis Kompetenzen) aimed at primary school children and aimed at evaluating learning and developing basic motor skills (Hermann et al.,2019; Scheuer et al.,2019); laboratory activity - an experiential, non-executive approach able to make the child more aware of their possibilities of motor choices, combining the control of the gesture and its free expression. The laboratory proposal suggests the promotion of the creative movement, understood not as a performance movement, subjected to judgment and the object of comparison between expert performances, but as a movement that places the being, in this case, the child in conditions of relationship first with himself, with his own memories, experiences and new ideas and simultaneously in relation to the other by itself and in interaction with the space that welcomes and promotes the establishment of bodily dialogue. From the data collected it has been possible through the descriptive statistics of MOBAK 3-4 to quantify in terms of average values and standard deviations the differences of the variables through the analysis with comparison by gender, age and sport practice both on whole sample and with comparison between groups (school group /dance group). It was possible to detect a clear difference in the three groups (school control group/ school experimental group/ dance experimental group) with a statistically significant p value (pvalue= <. 005) regardless of the time factor between the three groups. On the other hand, the results, although not statistically significant, in the difference between the control group and the experimental school group, provide encouraging data that suggest extending the testing to a larger sample over a longer period of time, so as to increase the laboratory proposals. In this scenario it is important that the research promotes and studies the results of educational practices that enhance the role of corporeality starting from a renewed conception of physical education at school. [edited by Author]