Le categorie spazio-temporali del movimento: prospettive semplesse e vicarianti

2015 - 2016 Space-time orientation is closely dependent on input, and therefore on perception. As learning progresses, the consolidation of acquisitions and the transformation of abilities into competencies takes place. Motor skills can be identified as abilities that adapt to changing environmental contexts. An example of this is the execution of an action for which one has the acquired ability but of which it is obviously impossible to experiment the infinite number of variables that may intervene. A competence can be performed during the execution of a motor task, which envisages knowing ‘how to do’ and knowing ‘how to act’ effectively especially in heterogeneous environmental conditions. In this respect, the degree of competence achieved is carried out based on the success of the task and implies a high level of quality of the action which is put into practice with mastery, effectiveness, safety, automaticity and systematically. Therefore, these represent the natural evolution of the acquisition and consolidation of motor skills and abilities. These represent the functional prerequisite for developing competent motor action. Motor skills are a complex field of research which is further enriched by theoretical knowledge, personal inclinations and masteries, which allow the achievement of results that promote versatility in action and adaptation to the environment. From nursery through to primary school, motility is a crucial time when the child’s corporeity is enhanced by communicative and expressive meanings that contribute to the achievement of autonomy. Through the child’s experience of motor and postural schema that are adapted to an array of playsituations, the child progressively gains recognition of his own body and its parts, both in static as well as in dynamic form. Motor, intellectual, affective, relational, social and moral development in childhood proceeds in parallel with the rapid acquisition of competencies that cannot be separated from the motor area if they are to be considered significant. As claimed in the National Curriculum Guidelines for nursery and primary school, acquiring a competence means play, move, manipulate, be curious, ask questions, learn to reflect on experience through exploration, observation and contrasting different properties, quantities, characteristics, facts; it entails listening and understanding, narrations and discussions, accounting and revoking actions and experiences and translating them into personal and