Baskin & Scuola
Aims
Objectives
Promoting Baskin in schools means pursuing the following objectives:
School Championships
In the 2019-2020 year, thanks to the Recognition of the CIP, Baskin was included among the disciplines of the technical project of the Student Championships and was therefore included in the Olimpia platform of the MIUR. Previously, Baskin activity in schools was regulated by a memorandum of understanding between the Ministry of Education, University and Research and the Baskin Onlus Association signed on 2 May 2017 (protocol 0000862.02.05-2017).
Teacher Training
Training and refresher courses for teaching staff, in a school that is attentive to changes and ready to tackle the problems of our time in the appreciation of the contents of tradition, guarantee the professional growth of teachers in the context of all those who work in the school, with the aim of improving the quality of teaching and educational interventions at all levels.
In the 2021/22 school year, training courses will be implemented to raise awareness of Baskin.
The courses will include a theoretical and a practical part. Teachers will be introduced to the essentials of Baskin: the approach, methodology, technique and the game. During the practical part, innovative teaching methods will be tried out: workshop activities in small groups, cooperative learning, peer tutoring, useful for inclusion processes and the acquisition of social and citizenship skills.
A certificate of attendance will be issued for each course.
Training objectives:
DOCTORAL THESIS
"Integrated sport at school facilitates the social participation of pupils with special educational needs"
One of the objectives of the school inclusion process is to improve the social participation of all pupils. Social participation is understood as the performance of actions and tasks together with others, in the same space and time, but also as mutual social interaction and subjective involvement in life situations. From a bio-psycho-social perspective (WHO, 2001; 2007), such participation can be hindered or facilitated by environmental factors, including attitudes and acceptance by others. In the literature, pupils with special educational needs (BES), including pupils with disabilities, are generally less accepted and more rejected than their peers without BES.
Via Altobello Melone 18/20
26100 Cremona
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