Claudia Maulini - Academia.edu (original) (raw)

Papers by Claudia Maulini

In order to be able to act as a pedagogically competent professional, sports operators must devel... more In order to be able to act as a pedagogically competent professional, sports operators must develop those educational and critical-reflective skills that will allow them fully expressing the educational aspects embedded in the sports practice. This paper opens a first theoretical reflection on the possibility of applying one of the major models studied in the field of adult education, i.e. the self-directed learning, in order to promote the development of these skills and the integration with those technical-sports ones, leading to the necessary interdisciplinary relationship between the humanities and sports sciences.

La finalidad de este artículo es comprobar si las competencias de los programas de formación de a... more La finalidad de este artículo es comprobar si las competencias de los programas de formación de algunas Facultades de Ciencias Motoras, en Italia, cubren las necesidades de los profesionales deportivos para atender las actividades físicas, recreativas y deportivas de los ciudadanos. Para ello, hemos desarrollado una metodología mixta desde instrumentos cualitativos y cuantitativos, como la entrevista semiestructurada y el cuestionario. Se entrevistó a 20 entrenadores y 3 responsables de proyectos de intervención educativa, cuyos resultados nos han evidenciado las competencias educativas fundamentales para dicha actividad profesional. Posteriormente, hemos diseñado un cuestionario aplicado a los estudiantes de 3º curso de tres Facultades de Ciencias Motoras italianas para conocer su grado de valoración de las competencias educativas que poseen los profesionales deportivos y cómo han sido adquiridas. Los entrevistados destacan 29 competencias fundamentales para el educador deportivo. La mayoría de ellos (84,4%) considera que posee dichas competencias. Palabras clave: deporte, educador deportivo, competencias educativas, formación universitaria de Ciencias Motoras.

Tándem : didáctica de la educación física, 2013

FORMAZIONE & INSEGNAMENTO. Rivista internazionale di Scienze dell'educazione e della formazione, Mar 31, 2020

The information and communication technologies that characterize today's infosphere, if rethought... more The information and communication technologies that characterize today's infosphere, if rethought with pedagogical intentionality, become an instrument that brings value to learning environments, even virtual ones. Oriented to support innovative and inclusive didactics, they become a vector for the promotion of significant learning within the playful dimension of the human being, giving rise to a learningame. Contemporary humanities have the task of guarding the Game as a habitat capable of fostering, in a transdiscplinary perspective, the positive interdependence between intelligences. Le tecnologie dell'informazione e della comunicazione che connotano l'infosfera odierna, se ripensate con intenzionalità pedagogica si fanno strumento che porta valore negli ambienti, anche virtuali, di apprendimento. Orientate a sostenere una didattica innovativa e inclusiva, diventano vettore per la promozione di apprendimenti significativi entro la dimensione ludica dell'umano, dando origine ad un learningame. Alle contemporary humanities spetta il compito di presidiare il Game quale habitat capace di favorire, in prospettiva transdiscplinare, l'interdipendenza positiva tra le intelligenze.

Procedia - Social and Behavioral Sciences, Jul 1, 2015

The main goal of this study is to reflect upon both the role and the function of the sports coach... more The main goal of this study is to reflect upon both the role and the function of the sports coach as an educator as well as upon coaching as an educational practice. This will be done from a philosophical perspective grounded in educational research. Football coaches are professionals who require critical skills and awareness of the worldviews that guide their practice. Nonetheless, coaching in football is commonly perceived as a non-educational practice. This means that it focuses solely on technical issues regarding how to teach the skills of the game. In contrast to this common trend, we shall present and expose five philosophical paradigms in the tradition of Western philosophy of sport which conceive of the sport coach as an educator of youth. These paradigms are the pragmatist, the idealist, the positivist, the existentialist and the socio-critical, which we shall derive from the results of a questionnaire built to detect the preferences of football coaches in relation to the philosophical profiles linked to them. This questionnaire also shows that the philosophical profile of youth football coaches depends on variables such as the age and the context of training.

Education Sciences, Oct 20, 2021

This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY

Tándem: Didáctica de la educación física, 2013

El presente trabajo trata de acercarnos a la realidad de la educacion fisica italiana a traves de... more El presente trabajo trata de acercarnos a la realidad de la educacion fisica italiana a traves de la percepcion del profesorado de educacion primaria y secundaria de primer grado que da clase en esta area. Para ello, se ha optado por la utilizacion de un grupo de discusion formado por seis profesores de la ciudad de Terni, que han facilitado su percepcion acerca de las finalidades, los contenidos, la metodologia, la evaluacion, y las problematicas de las clases de educacion fisica. Se destaca la percepcion generalizada, en estas clases, de una falta de formacion en la etapa de primaria, asi como un escaso interes del alumnado, situacion que preocupa y alarma a los docentes analizados.

Estudios pedagógicos, 2015

International Journal of Environmental Research and Public Health, Dec 8, 2022

Studia Universitatis Babeş-Bolyai, Jun 30, 2020

DOAJ (DOAJ: Directory of Open Access Journals), 2020

Il processo di valutazione dell'insegnamento è tradizionalmente compito esclusivo degli insegnant... more Il processo di valutazione dell'insegnamento è tradizionalmente compito esclusivo degli insegnanti; l'introduzione di metodi innovativi consentono di superare la valutazione sommativa dando spazio alla partecipazione democratica degli studenti, all'uso di nuovi processi, come l'autovalutazione e la valutazione condivisa, facendo riferimento ad una valutazione formativa. Scopo del presente lavoro è di avviare una riflessione sul ruolo della valutazione nella formazione universitaria e, in particolare, nella formazione iniziale degli insegnanti di Educazione Fisica. The process of teaching assessment is traditionally the sole task of teachers; the introduction of innovative methods makes it possible to overcome summative assessment by giving space to the democratic participation of students, the use of new processes, such as self-evaluation and shared assessment, referring to formative assessment. The aim of this work is to propose a reflection on the role of evaluation in university training and, specifically, in the initial training of Physical Education teachers.

Tándem : didáctica de la educación física, 2010

El objetivo es introducir una experiencia de pedagogía del humor que fue presentada en un proyect... more El objetivo es introducir una experiencia de pedagogía del humor que fue presentada en un proyecto de circo educativo realizado en un barrio periférico de la ciudad de Roma. Desde esta actividad se trata de poner en práctica una experiencia que favorezca el desarrollo integral de los adolescentes, la promoción de los valores fundamentales de la actividad física y el deporte, y la inclusión social de un grupo de jóvenes.

Zenodo (CERN European Organization for Nuclear Research), Mar 14, 2019

Articolo Open Access distribuito con licenza Creative Commons Attribuzione-Non commerciale-Non op... more Articolo Open Access distribuito con licenza Creative Commons Attribuzione-Non commerciale-Non opere derivate 3.0 Italia. La licenza permette l'uso non commerciale, la distribuzione e la riproduzione con qualsiasi mezzo, a condizione che il lavoro originale sia correttamente citato.

International Journal of Environmental Research and Public Health

The SARS-CoV-2 outbreak led to an inevitable and drastic transition to online training systems. T... more The SARS-CoV-2 outbreak led to an inevitable and drastic transition to online training systems. This study aimed to analyze the differences between live-streaming and pre-recorded training modalities in rhythmic gymnastics (RG) with coaches and gymnasts of different technical levels. A total of 238 coaches and 277 athletes affiliated with the Italian Gymnastics Federation (FGI) participated in the study. The data collection tool was a self-collected questionnaire structured in three sections: participant’s information, characteristics of live-streaming training, and characteristics of pre-recorded training. A 2 × 2 ANOVA was used for each numeric variable. A Pearson’s chi-squared test was used for each categorical variable. For the athletes, training frequency, motivation, and efficacy were significantly higher (p < 0.05) with live streaming (3.7 ± 1.5 day/week, 3.8 ± 0.9 score and 3.8 ± 0.8 score, respectively) than with a pre-recorded modality (2.2 ± 1.7 day/week, 3.1 ± 1.2 sco...

Education Sciences

The education of children is important because it determines the future of the world. Teachers ha... more The education of children is important because it determines the future of the world. Teachers have a great responsibility for this, which applies to every subject taught. In this regard, teachers usually specialize in a specific area and greatly influence how the subject is taught and how students gain a view of the subject. The present study aimed to investigate teachers’ attitudes about subjects in primary school, with a particular focus on physical education. The sample of participants (N = 111) included Croatian female primary school teachers with a mean age of 47.88 (±8.11 SD) years and a mean teaching experience of 21.83 (±10.24 SD) years. The variable sample consisted of a three-criteria questionnaire for the assessment of classroom subjects: (i) the importance of a subject (importance); (ii) the level of qualifications obtained during study for a subject (qualification); and (iii) the teacher’s competence for teaching (competence). Significant differences were found in the ...