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E’ ormai da tutti riconosciuto che la pratica motoria costituisce uno degli strumenti più efficaci per la formazione della personalità, la conoscenza e la consapevolezza della propria identità corporea. Oltre agli innumerevoli studi in campo scientifico che evidenziano i benefici condizionali e coordinativi per i soggetti in età evolutiva, ve ne sono altrettanti che dimostrano come l’attività motoria risulti determinante per la formazione del carattere, la cura della propria persona e del proprio benessere, lo sviluppo e il mantenimento di un corretto equilibrio psico-fisico, con il conseguente miglioramento della qualità della vita e di una positiva attitudine all’inclusione sociale. Per operare in accordo con queste considerazioni e per dare una risposta concreta alle esigenze che continuano ad emergere dalla società e dal mondo dell’educazione, la Direzione Scolastica Regionale e la Regione Lombardia intendono promuovere per l’anno scolastico 2009-2010 iniziative di supporto per le scuole primarie affichè i loro Dirigenti ed i loro Insegnanti possano ideare e realizzare progetti finalizzati al miglioramento qualitativo e quantitativo dell’educazione motoria e sportiva. L’educazione motoria così supportata diventa una occasione per promuovere esperienze cognitive, sociali, culturali e affettive tali da indurre il bambino a capire, accettare serenamente e riflettere sui cambiamenti morfo-funzionali che caratterizzano il processo di crescita, maturazione e sviluppo. Attraverso le molteplici espressioni delle attività di movimento che vanno dalla mimica del volto alle più svariate performance sportive, ogni alunno potrà esplorare lo spazio, conoscere il suo corpo, comunicare e relazionarsi con gli altri. L’apprendimento di nuove abilità motorie e la possibilità di sperimentare il successo delle proprie azioni sono fonte di gratificazione che incentivano l’autostima dell’alunno e l’ampliamento progressivo della sua esperienza. Soprattutto nelle situazion

Teaching young children is one of the most difficult tasks requiring high degree of professionalism and accountability. In physical education program, all teachers have to take into account more aspects: from psychological to physiological point of view. Between 5 to 7 years some educational proposal could be games where children will be able to understand principles that govern reality using mental and cognitive operations on space, time and cause-effects relations. After (7 and 8 years) they end the typical egocentric phase and become more competitive and cooperative. Teachers have to comply with situations where roles and actions are not fixed. In the second half of primary school the cognitive training couple significantly to a full management of reality. The educator should help collaborations and mutual trust, avoiding marginalization among the groups. Adapted team sports are very useful. He must help their students to grow up in sport and in life. To be able to manage, realize and improve during years depends on skills learnt before. A systematic work of development is often ignored in the name of the result. Thus, the motion education is a key component of general education of the individual that use the movement to train a subject to perform motor skills with a very high psychical consciousness. Means chosen appropriately, right content adequately for the skills and different methods are necessary to reach a complete develop of the person.

Teaching young children is one of the most difficult tasks requiring high degree of professionalism and accountability. In physical education program, all teachers have to take into account more aspects: from psychological to physiological point of view. Between 5 to 7 years some educational proposal could be games where children will be able to understand principles that govern reality using mental and cognitive operations on space, time and cause-effects relations. After (7 and 8 years) they end the typical egocentric phase and become more competitive and cooperative. Teachers have to comply with situations where roles and actions are not fixed. In the second half of primary school the cognitive training couple significantly to a full management of reality. The educator should help collaborations and mutual trust, avoiding marginalization among the groups. Adapted team sports are very useful. He must help their students to grow up in sport and in life. To be able to manage, realize and improve during years depends on skills learnt before. A systematic work of development is often ignored in the name of the result. Thus, the motion education is a key component of general education of the individual that use the movement to train a subject to perform motor skills with a very high psychical consciousness. Means chosen appropriately, right content adequately for the skills and different methods are necessary to reach a complete develop of the person.