Parent’s perception about motor-sport activity in Italian primary school

The educational value of motor-sport activity in Italia Primary School had its full acknowledgement through a historical development that has seen the legislative evolution and scientific research to carry on together. This increase has inevitably conditioned the school that had to adapt its educational proposals to the new cultural changes. The child with his needs and his personal needs becomes the pivot around which all educational interventions. Participation in activities polyhedral investing synergistically motor, affective and cognitive became one of the guiding principles of the program to enable the student to achieve by "doing" self-awareness. The school, in this sense, must be able to recognize and appreciate the personal attitudes, and aim to strengthen them through the development of basic skills in relation to levels of perception, psychomotor and manipulative, the processes of symbolization, logical skills, expressive, communicative and social, the spatial representation and rhythm. This study was addressed to the parents was analyzing their views on physical education in schools. Such opinions may, in fact, have a strong impact on the motivation and interest of their children to discipline. The parental representations, as has been amply demonstrated in studies on the construction of gender identity, affect the natural predispositions or personal attitudes of children, the tool used for the research is the Nominal Group Technique. Its aim is to study, analyze and investigate all those elements, problems, ideas, that cannot be examined through a quantitative analysis of the facts. What makes possible the survey is its structure. It presents itself as a union of two different phases: data collection and brainstorming. The collection of data (first time) appears to be a support for brainstorming (second moment), which is the true focus of the instrument. From a global analysis of parent’s statements, we perceive that: in the sport halls, children don’t learn only movement and schools are not only involved about theoretical aspect; the motor activities haven’t a subordinate role compared with the logical mathematic and linguistic disciplines; the motor activities, in the school, are not an extension of recreation; children learn even if they don’t stay seated, because the movement is not the distraction. Body and movement encourage the cognitive development; through his body kid learn himself, others and world around