The core curriculum of University training to teach physical education in Italy

Abstract

The effective practice of Physical Education (PE) at school is the result of various elements such as National aims and strategies, taught time for PE in compulsory education curricula,initial education and qualification of teachers, continuing professional development, etc. In Italy physical education has a consolidated tradition in ministerial documents concerning the school, from inclusion of physical education in the school programs as a compulsory discipline to current recommendations, projects and guidelines. However this tradition was not adequately reflected in the training courses for teachers. The present work therefore aims to identify some fundamental aspects of the University curricula of Sport and Exercise Sciences degrees with particular reference to part of curricula related to the training programs to teach physical education in school context, basing on a study of ministerial documents and normative devices which, from the early nineteenth-century formative experiences, led to current scientific-cultural and social configuration. Keywords PE, Exercise and sport sciences, curricula, education, training National Aims and Strategies for Physical Education and Sport in the Italian school The Italian Ministry of Education, University and Research, for what concerns the Education take action to improve the quality of the service inherent to physical and sport activities in the schools of each level (degree) both for the curricular activity (D’Isanto, 2019) and for extracurricular projects and activities. For the curricular activities the teachers refer to national recommendation differentiated according to the cycle of school in which the specific learning aims in physical education are defined as well as the skills development goals at the end of the school cycle (Cirillo et al, 2016). We have two cycle: primary and middle school constitute the first cycle, high school represents the second cycle. In the primary school and in the middle school the specific learning aims and skills development refer to four areas: 1. The body and its relation with space and time; 2. Body language to express and communicate (D’Isanto, 2016); 3. Game, sport, rules and fair play; 4. health and wellness, safety and prevention. While in the secondary (high) school aims and skills development refer to: 1. The body, its expressiveness and skill conditioning; 2. Movement, space, time and coordination; 3. Games, sport-games and sport; safety and health. It is interesting to observe that, as we will deepen later, despite the fact that the middle school is with the primary school a part of the first cycle of education and shares the specific national recommendations on the learning outcomes and the skills to be developed in each subject, the organizational structure of the two level of education is very different: in the primary school physical education is taught by the generalist teacher in a flexible programming that sometimes does not allow the practice of the subject, while in the middle school physical education is taught by a specialist teacher in less flexible programming but which guarantees the weekly taught time for PE. The extracurricular activities consist of several national projects aim to promote physical education and sport to spread more active and healthy lifestyles and highlight the values related to physical and sport practices (Viscione et al, 2019).In primary school it has been significant the projects on "Physical literacy" aimed at improving the motor skills of students and encouraging active lifestyles through specific physical education and sport programs. Through movement the child can explore space, learn about his body, communicate and relate to others; physical education, in a playful and entertaining form, becomes the opportunity to promote cognitive, social, cultural and affective experiences. Also sport represents a valid strategy to prevent and oppose disadvanteges, sc