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Official Journal of the Italian Sports Medicine Federation
Indexed/Abstracted in: BIOSIS Previews, EMBASE, Science Citation Index Expanded (SciSearch), Scopus
Impact Factor 0,163
Online ISSN 1827-1863
Ceciliani A. 1, Di Carlo M. 1, Tentoni C. 2
1 Dipartimento di Scienze dell’Educazione, Facoltà di Scienze Motorie, Università degli Studi di Bologna, Bologna;
2 Dipartimento di Istologia ed Embriologia Generale, Facoltà di Scienze Motorie, Università degli Studi di Bologna, Bologna
Aim. This study [Bologna and Modena primary schools acted as the experimental group (235 subjects and the control one (102 subjects), children age range 9-10 , reference classes 4th-5th] aimed to find out if the oriented multilateralism methodology is really useful in improving the mental process learning, the movement control and, consequently, the physical perception.
Methods. A wide range of initial and final tests concerning the coordinative ability has been set [hand-directed throwing (OCM-CONI); downward jump with rotation (OCM-CONI); Harre modified adroitness circuit (OCM)], and others final tests (ex-novo). Eye-hand test (Balboni-Dispenza); intersegmentary coordination test (Ceciliani-Di Carlo); space-temporal coordination test (Balboni-Dispenza) for the learning at sight (to verify if children carrying out a multilateral activity show some learning alteration compared to the control group). The methodology of result analysis took place by means of the t-test (two matched samples by mean) and t-test ( a 2 arrays by one file-type 2).
Results. Results show an appreciable improvement of the experimental group compared to the control one.
Conclusion. The learning at sight process we intentionally searched has shown as it is coherent with our hypothesis, the differential activity of the extensive multilateralism compared to the oriented one. Our study leads to interesting considerations concerning the pedagogical concept of multilateralism, even though it has not, definitely, the ambition to furnish a final answer on the motor learning complex problem. Learning, control and movement adaptation require a conscious participation of the subject who needs being incited by a kind and didactics aiming to isolate the predominating action of the mental aspects on the motor ones (automatism). We are persuaded the situations of learning at sight, more than others, reach the above-mentioned goal. It sets the subject in a condition that, considering the available time and resources, require a high intellectual work aimed to the motor control.