Cultura e didattica del movimento : complessità e finalità

[Autom. eng. transl.] The concept of culture can be used with two substantially different main meanings. First of all, we can understand it as individual training, assuming a quantitative value for the person. In contrast, in the modern or "anthropological" conception, culture is seen as a set of ideals, customs, habits and beliefs of the different populations or societies of the world. It concerns both the individual and the community. In an attempt to integrate these two meanings, today everything that enhances, enriches and enhances man in himself and in the social context is considered culture. With this interpretation, sport and physical activity are fundamental elements of our culture system. How do the knowledge about human movement and the forms of physical activity fit into our culture system? It is now recognized by all that motor practice is one of the most effective tools for personality formation, knowledge and awareness of one's own body identity. In addition to the countless studies in the scientific field that highlight the conditional and coordinative benefits for subjects in the developmental age, there are as many that demonstrate how motor activity is decisive for character formation, personal care and well-being, the development and maintenance of a correct psycho-physical balance, with the consequent improvement in the quality of life and a positive attitude to social inclusion. Numerous institutions such as the European Union Commission, the European Parliament, the Italian Government, agree in stressing the need for a policy that values motor and sports activities. These must be considered a privileged context of global formation of the human personality. The motor component is in fact part of a unit - the person - which also includes the intellectual, emotional - affective and socio - relational components. Therefore all educational agencies (family, school, sports club, university) that know and share the pedagogical value of motor activities, can use the forms of movement (spontaneous motor activity, play activity, sport activity, gymnastics, exercises, games etc) to achieve not only goals related to motor growth but also related to the development of skills in other areas of personality. In this context we ask ourselves the question of how to orientate educational research? The first consideration is undoubtedly that which, in the face of differentiated aims, the target is the person, albeit in its complexity, is one and only. Research must never lose sight of the unitary context of being human. The considerations underlying the methodological and educational choices of the movement have been influenced, over the last thirty years, by the knowledge and studies coming from the various scientific sectors that deal with movement (physiology, neuro-anatomy, psycho-pedagogy, sociology etc.) Today we cannot attest to the existence of a didactics of the movement that can be defined effective for the man of all ages. On the contrary, there are different methodologies and didactic approaches that can be traced back to two areas of choice that can favor deductive or, on the contrary, inductive methods. Educational research can move within these two great contexts or, on the contrary, it can attest to and validate others, while still respecting the unity of the person. The school is the context in which the transmission of culture should take place. However, we must admit that it is, for various reasons, still far from being able to effectively transmit the culture of sport and corporeality in general. Even in the extracurricular environment (although with less pervasiveness