New alliances between exercise professionals and pedagogists in school in hospital. The Physical Literacy perspective

The focus of the symposium is on the development and validation of a theoretical and practical teaching and learning framework based on the key concepts of Physical Literacy (PL) in non-standard educational contexts, such as schools in hospitals. The analysis of the literature demonstrates that there is a lack of studies regarding the theoretical framework and practical application strategies of PL that can bring a significative SIGNIFICANT improvement to the development of motor skills in hospitalization conditions. The framework of PL developed by Jurbala (2015) demonstrates how the dimensions of PL concern areas such as cognitive and behavioral which, although related to the purely motor ones, require different approaches from those adopted so far. According to Morgan (2019) in fact, qualitative investigation methods have more potential to measure/evaluate the affective and cognitive domains than the physical ones typical of physical literacy demonstrating how a motivational climate of mastery is created when organizing tasks that are multidimensional, designed for variety and enjoyment and are differentiated to meet the needs of all patient-learners (Morgan, K., 2019). To promote and develop high-quality physical literacy pedagogy, motor science experts should also consider creating a climate of caring (Fry M, Gano-Overway, 2010), empowerment (Appleton P, Nikos N, Quested E., 2016) and motivation (Keegan R, Spray C, Harwood D, et a, 2010). Furthermore, a climate of ownership is achieved when the teacher encourages students to make decisions; and when students are focused on learning, effort and improvement. Education and health are two closely related aspects that support and increase the physical and mental well-being of young people and, consequently, children. In this contribution we therefore present the result of the three-year research work of the Catholic University of the Sacred Heart and of the eCampus University, in collaboration with the hospital school “IC Salvo d’Acquisto” and the Maria Letizia Verga Center in Monza (Ferrari et al, 2022) which consists in the elaboration in a rubric of skills for planning and assess hospital motor education curricula. This tool is built on the Jubala PL model (2015), the ministerial guidelines for the first cycle (Miur, 2012) and the dimensions of the ICF-CY (OMS,2007).