Chapter 1 Combining Motor Education With Games to Teach Sports Techniques: Traditional vs. Modern Approaches in Primary School Arianna Fogliata, Mariapia Mazzella, Chiara Gamberini, Antinea Ambretti This chapter examines the effectiveness of integrating traditional and modern motor games in technical sports learning and peer support within physical education. Conducted in a primary school, the study compared traditional and modern javelin throwing using game-based teaching progressions. Pre- and post-intervention evaluations included variables such as technical learning, active participation, and mutual support, involving two children with Down syndrome. Traditional games emphasized rituals and collective belonging, while modern games focused on technical efficiency. Results revealed significant improvements in inclusion and participation parameters in Group 1 (traditional games) compared to Group 2 (modern games), particularly for the child with special needs. The study highlights the potential of traditional games in aligning with Sustainable Development Goals (SDG 4 and 10), fostering equality, inclusion, and multisectoral learning. The traditional approach could help promote peer support by reducing inequalities in educational practices.
Combining Motor Education With Games to Teach Sports Techniques: Traditional vs. Modern Approaches in Primary School
Fogliata A
;
2025
Abstract
Chapter 1 Combining Motor Education With Games to Teach Sports Techniques: Traditional vs. Modern Approaches in Primary School Arianna Fogliata, Mariapia Mazzella, Chiara Gamberini, Antinea Ambretti This chapter examines the effectiveness of integrating traditional and modern motor games in technical sports learning and peer support within physical education. Conducted in a primary school, the study compared traditional and modern javelin throwing using game-based teaching progressions. Pre- and post-intervention evaluations included variables such as technical learning, active participation, and mutual support, involving two children with Down syndrome. Traditional games emphasized rituals and collective belonging, while modern games focused on technical efficiency. Results revealed significant improvements in inclusion and participation parameters in Group 1 (traditional games) compared to Group 2 (modern games), particularly for the child with special needs. The study highlights the potential of traditional games in aligning with Sustainable Development Goals (SDG 4 and 10), fostering equality, inclusion, and multisectoral learning. The traditional approach could help promote peer support by reducing inequalities in educational practices.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
