Effetto di due approcci didattici di educazione fisica sui livelli di enjoyment: Confronto tra il metodo tradizionale e il Tactical Games Model
DOI:
https://doi.org/10.7346/-feis-XXI-01-23_06Parole chiave:
Educazione fisica, Dominio affettivo dell'apprendimento, Enjoyment, Scuola primaria, PACESAbstract
L’insegnamento dell'educazione fisica non solo consente ai bambini di sviluppare abilità e capacità motorie, ma ha anche un impatto su altri domini dell’apprendimento come il dominio affettivo. Lo scopo di questo studio è quello di analizzare gli effetti di due diversi approcci didattici sul dominio affettivo dell’apprendimento in alunni di una scuola primaria. I partecipanti coinvolti sono stati divisi in due gruppi: Teaching skill group e Teaching games group. Il livello di enjoyment è stato valutato somministrando il questionario PACES (valutazione pre-post-repost). I risultati mostrano che il gruppo TGM ha avuto un andamento dei livelli di godimento più positivo rispetto al gruppo TS. Inoltre, effettuando un’analisi per genere si è visto che le alunne del gruppo TGM mostrano uno sviluppo maggiore nella scala positiva del questionario. È fondamentale che gli insegnanti nella loro programmazione didattica si concentrino anche sul dominio affettivo in quanto è preventivo verso l’abbandono della pratica motorio-sportiva.
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Copyright (c) 2023 Roberto Coppola, Mario Lipoma, Rosaria Schembri, Francesco Sgrò
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