Multilateralità, qualità e quantità per una didattica inclusiva in Educazione Fisica nella scuola primaria

In the field of Physical Education, it is clear the need for an educational model based on personalized experience and sensorial-motor involvement, in continuous interaction with the environment, as an expression of one’s own skills and talent. The multilateral approach supports teaching models that emphasize subjective potentials, through flexible methodologies, able to include every single child in engaging and motivating motor situations that stimulate intelligent behavior in problematabstract Studi ic situations. In presence of sedentary childhood generations, extensive multilaterality does not seem able to solve the regressive tendencies of children’s motor skills. Two studies conducted in primary school highlight the need to integrate extensive multilaterality with intensive multilaterality and the qualitative approach to quantitative approach, to ensure educational experiences that can effectively stimulate the development of children’s psycho-motor skills and, at the same time, educating them to life skills such as active lifestyles.