MOTOR COORDINATION AND RELATED FACTORS IN CHILDREN, EFFECTS OF A TEACHING INTERVENTION

Giacomo Pascali, Sabrina Annoscia, Dario Colella

Abstract


Teaching motor competencies requires not only the selection of motor tasks and organizational methods but above all the analysis of the ways in which to propose them, identifying the psycho-pedagogical and didactic models of reference in relation to the contexts and needs of the students.

The aim of the study is to evaluate and compare the effects of interaction and variation in teaching styles on motor development, perceived self-efficacy and enjoyment on a primary school sample (males: N= 38, age 8.97±0.82; females: N= 36, age 9.03±0.77). The results show significant differences (p<0.05) in motor tests and self-reports, following the didactic intervention (T0 vs T1) in both groups.

Production teaching styles, oriented towards the enhancement of the student's motor responses, promote learning processes by favoring links between motor, cognitive, emotional and social functions.


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DOI: https://doi.org/10.32043/gsd.v9i2.1396

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