La physical literacy come dimensione fondativa dell’Indice per l’Embodied Education: architettura concettuale, lacune valutative e percorso di validazione
Parole chiave:
physical literacy, educazione embodied, valutazione, validazione, scuola primariaAbstract
Il presente contributo concettuale-metodologico propone la physical literacy come componente fondativa dell’Index for Embodied Education. A partire dalla letteratura sulla physical literacy, dalla cognizione embodied, dalla dinamica ecologica, dalla pedagogia enattiva e dagli studi scolastici sull’apprendimento autoregolato e cooperativo, l’articolo sviluppa un’architettura operativa per valutare il modo in cui i bambini si muovono, percepiscono, regolano, comprendono, narrano e condividono le esperienze corporee. L’argomentazione si articola intorno a tre obiettivi: reinterpretare la physical literacy attraverso una prospettiva embodied, ecologica ed enattiva; individuare le principali lacune degli strumenti valutativi esistenti; proporre un modello a sei domini per il contesto della scuola primaria. L’architettura comprende competenza motoria, consapevolezza corporea, motivazione e fiducia, conoscenza e comprensione, agency riflessiva e partecipazione relazionale. Strumenti quali CAPL-2, PPLI, PLAYself e MAIA-2 sono considerati come riferimenti parziali, non come soluzioni direttamente trasferibili, mentre i domini dell’agency riflessiva e della partecipazione relazionale richiedono una nuova operazionalizzazione. Viene infine delineato un percorso di validazione progressivo, comprendente Delphi panel, interviste cognitive, studio pilota, analisi fattoriale confermativa, attendibilità, invarianza di misura, validità convergente e discriminante, e criteri di fattibilità scolastica.
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