The body and movement in the elderly: towards a Lifelong Learning Approach

Autori

  • Alessandro Cudicio Università degli Studi di Brescia
  • Agnese Graticola Università degli Studi di Bergamo
  • Valeria Agosti Università degli Studi di Bergamo

DOI:

https://doi.org/10.32043/jimtlt.v3i2.81

Parole chiave:

esercizio, anziani, lifelong learning, smartphone app

Abstract

È ampiamente dimostrato che l'attività fisica è efficace nel prevenire il declino motorio e cognitivo negli anziani. L'esercizio aerobico, come la camminata, e gli esercizi per l'equilibrio, la forza e la mobilità articolare sono suggeriti dalla WHO ma sono ancora proposti come attività individuali e con modalità di esecuzione segmentate. Le evidenze scientifiche suggeriscono invece che le attività di gruppo sono il modo migliore per svolgere l'esercizio fisico in un contesto che promuove sia la salute che la socialità, quest'ultima come elemento cruciale per il benessere dell'anziano oltre che per ridurre al minimo l'abbandono. Inoltre, il controllo dell'intensità della camminata è essenziale per massimizzare gli effetti dell'esercizio senza incorrere nella fatica, così come il controllo del movimento globale è fondamentale per richiamare le funzioni corticali superiori e, di conseguenza, per favorire l'apprendimento motorio in una prospettiva lifelong. Lo scopo del nostro studio è stato quello di individuare i metodi migliori per proporre e progettare esercizi per gli anziani anche attraverso una smartphone App. Abbiamo proposto il Talk test e la scala OMNI come strumenti di autovalutazione per rilevare lo sforzo e la fatica, e un insieme di esercizi in cui la metodologia aiuta l'anziano a auto-costruire il movimento partendo dalla percezione del corpo; la scala PACES è stata individuata e adattata come strumento di autovalutazione del gradimento delle attività proposte.

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Pubblicato

2023-05-25

Come citare

Cudicio, A., Graticola, A., & Agosti, V. (2023). The body and movement in the elderly: towards a Lifelong Learning Approach. Journal of Inclusive Methodology and Technology in Learning and Teaching, 3(2). https://doi.org/10.32043/jimtlt.v3i2.81