ITALIAN BASKETBALL FEDERATION Minibasketball Youth and School Sector

ITALIAN BASKETBALL FEDERATION Minibasketball – Youth and School Sector MINIBASKETBALL Guidelines of the references model. Organised by the National Minibasket and School Staff

AUTONOMY – RESPONSABILITY – AWARENESS = COMPETENCE Strong point of the references model. • AUTONOMY : the ability to make conscious and responsible choices • RESPONSABILITY : the ability to take care of what we know and how we know • AWARENESS : the consistent relationship between the knowledge of something and harmonization with the individual • COMPETENCE : the ability ti describe in the right environment with the knolwledge and skills learned Not being aware means not exist. Marshall Mc. Luhan, The Gutenberg Galaxi, 1962

THE REFERENCE MODEL. Founding Focus: MODEL NEOCOGNITIVO (“the thought that precedes, accompannies and follow the action”- J. Weineck 1) Final Target: indipendent child, responsible and conscious Methods: active and open – problem solving. meaningful learning task Teaching styles: Authoritative. Empath. Relationship help. Attention to context. 1( J. Weineck – The optimal training, 2009)

Building educational conditions for the development of competence. PROBLEM SOLVING CONDITIONS to urge the reorganization of Resource possessed by the subject AS ? • in forms of challenges that can be addressed directly by the child • with the possibility of open solutions • with elements that stimulate the reading of the task • authentic tasks related to real game situations • meaningful tasks (intrinsic motivation) • close to the experience of the child (Rogers, 2003; Rey, 2004; Develay 1997)

GUIDELINES The Prime Knowledge.

Learning objectives and development to 6 years Motor - funtional REFERENCE FRAMEWORK (category paperine and chicks) exploration and experiences related to all the basic motor patterns; learning new patterns of movement in relation to the variables generated by the various situations in play, from space, from time, from others and by the objects;

the relationship with the game, with playmates, with the Social and relational environment; the difference between the individual game and the first forms of relationship and collaboration with others; the relationship with the instructor and with his proposals; forms of communication favored by game; the game as a proper response to the needs of the movement of the child;

Technical the ball, in its various types, such as game tool; the shot on basket as the first reference of the game; the dribble as the first reference of the shift in the field.

Neurocognitive know the body and parts of the body; recognize the early time and space references in relation to self, to others, to objects, the environment; the motor experiences related to sense-perceptions, recognizing their different nature.

GUIDELINES The Knowledge.

Learning objectives and development to 8 years Motor - funtional REFERENCE FRAMEWORK (category Dragonflies - Squirrels) the combination and the use of different motor patterns in coordination with each other; the ability to control and manage the conditions of balance of the body; the ability to organize and manage the orientation of their actions in reference to the main spatial and temporal coordinates;

Social and relational the relationship with the game situations, its outcomes, the context and rules; the difference between collective games, in small groups and team play; the relationship with the instructor and with his proposals; the first forms of communication/report their gaming groups and team; the game as the discovery of the first partnerships;

Technical fundamentals with the ball used as a tool for the development of motor skills, discovering the usefulness and the importance in connection with the first references of the game; fundamentals without the ball, offense and defense, used as a tool for the development of motor skills, discovering the usefulness and the importance in connection with the first references of the game;

Neurocognitive awareness of their own bodies and their movements relationship to space, time, other, object, environment and rules; the ability to use feedback and feedforward terms sense – perceptual and motor; the ability to read and interpret the performance of different situations game.

GUIDELINES The Skills.

Motor - funtional REFERENCE FRAMEWORK Learning objectives and development to 8 years (category gazelles - eagles) organization of motor skills, coordinating various movement patterns; adaptation, control and transformation of the learned movements in relation to space, time and game situations.

Social and relational assumption of responsible behavior training or match; respect for others; emotional control; self confidence; ability to communicate positively with others; motivation to the game, to competition and membership

Technical fundamentals with the ball used as a tool for the development of motor skills, in connection with the actions of the game; fundamentals without the ball, offense and defense, used as a tool for the development of motor skills, in connection with the actions of the game;

Neurocognitive awareness of your body and its movements in relation to the space, time, people, and rules; powers of observation and analysis of game situations; habit of using feedback and feedforward in terms of gathering and information management WHEN YOU THINK YOU HAVE ALL THE ANSWERS TO LIFE-ALTERING ALL THE QUESTIONS

GUIDELINES The Competence.

Motor - funtional REFERENCE FRAMEWORK Success of the skills development in 11 years (category debutant M and F) combination and integration of all basic motor patterns; adaptation, control and transformation of learned movements in relation to space, time and situations game;

Social - relational the importance of communication in report, in the presence of situations and different expectations; active participation in the game, even in competitive form, collaborating with others, facing the difficulties and accepting defeat, respecting rules, accepting diversity, showing the true sense of fair play.

Technical effective control of the ball in different game situations; use of basic, with and without the ball, used as a tool for the development of motor skills, to address situations game also through the knowledge of the first, simple elements of technique and tactics.

Neurocognitive perception, attention, concentration in the recognition and evaluation of movements, of the directions and distances, in game action in relation to space, time, to others, and rules; the ability to use properly and aimed feedback and feedforward terms sense - perceptual and motor (ability to read and interpret the various situations of the game); ability to use divergent thinking (ability to choose in a functional manner); ability to solve situations and problems of game using technical tools such as the fundamentals of the game; ability to understand the meaning and the importance of early technical references. National Minibasket and School Staff use it, it's free Technical Federal Maurizio Cremonini Methodological Context Lucio Bortolussi Biological Context Guido Marcangeli Psycological Context Barbara Bononi Pedagogical Context Tonino De Giorgio Technical Context Roberta Regis e Fabio Bagni