Educational Path for Pedagogical Skills: A Football School Experience
Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 32920
Educational Path for Pedagogical Skills: A Football School Experience

Authors: A. Giani


The current pedagogical culture recognizes an educational scope within the sports practices. It is widely accepted, in the pedagogical culture, that thanks to the acquisition and development of motor skills, it is also possible to exercise abilities that concern the way of facing and managing the difficulties of everyday life. Sport is a peculiar educational environment: the children have the opportunity to discover the possibilities of their body, to correlate with their peers, and to learn how to manage the rules and the relationship with authorities, such as coaches. Educational aspects of the sport concern both non-formal and formal educational environments. Coaches play a critical role in an agonistic sphere: exactly like the competencies developed by the children, coaches have to work on their skills to properly set up the educational scene. Facing these new educational tasks - which are not new per se, but new because they are brought back to awareness - a few questions arise: does the coach have adequate preparation? Is the training of the coach in this specific area appropriate? This contribution aims to explore the issue in depth by focusing on the reality of the Football School. Starting from a possible sense of pedagogical inadequacy detected during a series of meetings with several football clubs in Piedmont (Italy), there have been highlighted some important educational needs within the professional training of sports coaches. It is indeed necessary for the coach to know the processes underlying the educational relationship in order to better understand the centrality of the assessment during the educational intervention and to be able to manage the asymmetry in the coach-athlete relationship. In order to provide a response to these pedagogical needs, a formative plan has been designed to allow both an in-depth study of educational issues and a correct self-evaluation of certain pedagogical skills’ control levels, led by the coach. This plan has been based on particular practices, the Educational Practices of Pre-test (EPP), a specific version of community practices designed for the extracurricular activities. The above-mentioned practices realized through the use of texts meant as pre-tests, promoted a reflection within the group of coaches: they set up real and plausible sports experiences - in particular football, triggering a reflection about the relationship’s object, spaces, and methods. The characteristic aspect of pre-tests is that it is impossible to anticipate the reflection as it is necessarily connected to the personal experience and sensitivity, requiring a strong interest and involvement by participants: situations must be considered by the coaches as possible settings in which they could be found on the field.

Keywords: Relational needs, responsibility, self-evaluation, values.

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 405


[1] P. J. Arnold, Sport, Ethics and Education. London-New York: Cassel, 1997.
[2] S. Bellantonio, Sport e adolescenza. Milano: Franco Angeli, 2014.
[3] F. Casolo, M. Musaio, S. Nosari, (edd.) Pedagogia e cultura della corporeità nell’età evolutiva, Milano: Vita e Pensiero, 2019.
[4] M. Cremonini, Insegnare il Minibasket; dall’emozione al gioco, dalle prime conoscenze alle competenze, Calzetti Mariucci, Perugia, 2016.
[5] J. E. Donnelly et al., Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children: A Systematic Review, Med Sci Sports Exerc. 2016 June; 48(6): 1197–1222.
[6] R. M. Eime, J. A. Young, J. T. Harvey, M. J. Charity, W. R. Payne, A systematic review of the psychological and social benefits of participation in sport for children and adolescents: informing development of a conceptual model of health through sport, International Journal of Behavioral Nutrition and Physical Activity, 2013.
[7] J. R. Evans, R. L. Light, Coach development through collaborative action research: a rugby coach’s implemention of game sense pedagogy, Asian Journal of Exercise and Sport Science, vol. 4 n.1, 2007.
[8] L. Formenti, L. West, Stories that Make a Difference. Exploring the Collective, Social and Political Potential of Narratives in Adult Education Research. Lecce: Pensa Multimedia, 2016.
[9] E. Guarcello, Pazienza, sport ed educazione, in F. Casolo, M. Musaio & S. Nosari, (edd.), Pedagogia e cultura della corporeità nell’età evolutiva, Milano: Vita e Pensiero, pp. 101-111, 2019.
[10] E. A. Haapala et al., Associations of Motor and Cardiovascular Performance with Academic Skills in Children, Medicine & Science In Sports & Exercise, 2014 October.
[11] E. Isidori, Pedagogia, sport e relazioni internazionali. Dall’analisi del contesto alla metodologia di sviluppo. Roma: QUAPEG, 2016.
[12] T. Jaakkola, C. Hillman, S. Kalaja, J. Liukkonen, The associations among fundamental movement skills, self-reported physical activity and academic performance during junior high school in Finland, Journal of Sport Science, 2015 February.
[13] R. L. Jones, The Sports Coach as Educator, Re-conceptualising sports coaching, London-New York, Routledge 2006.
[14] A. MacPhail, L. Schaefer, Engaging with academic and institutional changes: physical education and sport pedagogy’s interest and ability to ‘survive and thrive’, Sport, Education And Society, Vol. 25, N.8, 2020.
[15] G. Madonna, P. Belfiore, Pedagogical culture and Motor Activity, Journal of Physical Education and Sport, Vol 20, Art 322, 2020 August.
[16] G. Mollo, Linee di pedagogia generale. Morlacchi: Perugia, 2005.
[17] G. D. Myer, Sixty minutes of what? A developing brain perspective for activating children with an integrative exercise approach, Br J Sports Med, Vol. 49, 2015
[18] S. Nosari, La fatica “perfetta”, in F. Casolo, M. Musaio & S. Nosari, (edd.), Pedagogia e cultura della corporeità nell’età evolutiva, Milano: Vita e Pensiero, 2019.
[19] S. Nosari, E. Guarcello, “To be born” as a professional. A practice proposal for the care work formation. In Togetherness and its discontents, Pensa Multimedia, Lecce, 2019.
[20] S. Nosari, E. Guarcello, Educare alla sensibilità attraverso il domandare, necessità e possibilità di una metodologia del pretesto, Pedagogia e Vita, n.2 pp. 3-10, 2019.
[21] E. Ryall, The Philosophy of Sport: Key Questions. London-New York: Bloomsbury, 2016.
[22] N. Valenzano, Testimonianza in gioco. Educare il carattere attraverso l’attività sportiva, in F. Casolo, M. Musaio & S. Nosari, (edd.), Pedagogia e cultura della corporeità nell’età evolutiva, Milano: Vita e Pensiero, pp. 289-277, 2019.
[23] L. West, P. Alheit, A. S. Anderson, B. Merril, Using Biographical and Life History Approaches in the Study of Adult and Lifelong Learning: European Perspectives. Frankfurt am Main: Peter Lang, 2007.
[24] F. Zamengo, Genitori in campo. Contesti di senso in agonistiche alleanze, in F. Casolo, M. Musaio & S. Nosari, (edd.), Pedagogia e cultura della corporeità nell’età evolutiva, Milano: Vita e Pensiero, pp. 193-205, 2019.
[25] F. Zamengo, Senso e prospettive del lavoro di comunità, Milano: Franco Angeli, 2019.