Sviluppo della physical literacy attraverso approcci interdisciplinari nei contesti educativi: Una revisione critica della teoria, della ricerca e della pratica
DOI:
https://doi.org/10.60923/issn.1970-2221/21536Parole chiave:
physical literacy, pedagogia interdisciplinare, embodied cognition, teoria dell’educazione, competenza motoriaAbstract
Questo articolo esamina il costrutto multidimensionale della physical literacy attraverso una lente interdisciplinare. La revisione analizza criticamente l’evoluzione dei quadri teorici della physical literacy, che hanno superato approcci disciplinari isolati per convergere verso modelli educativi più integrati, in cui la competenza motoria è riconosciuta come elemento fondamentale per lo sviluppo umano. L’analisi di evidenze empiriche e contributi teorici mette in luce le implicazioni pedagogiche dell’adozione di un approccio olistico alla physical literacy nei contesti educativi. L’analisi rivela come gli individui fisicamente alfabetizzati sviluppino competenze motorie e capacità cognitive, resilienza psicologica e competenze sociali che trascendono i paradigmi tradizionali dell’educazione fisica. I risultati sottolineano la necessità di politiche e pratiche educative che collochino la physical literacy al centro delle missioni educative, anziché relegarla a un ruolo marginale rispetto alle priorità accademiche. Questa prospettiva interdisciplinare fornisce spunti di riflessione a chi è impegnato nella riconcettualizzazione dell’educazione fisica nei contesti educativi contemporanei.
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