SELF-EFFICACY AND MOTOR PERFORMANCE: THE IMPACT OF MOTOR-EXPRESSIVE ACTIVITIES IN PRIMARY SCHOOL

The recent scientific contributions of neuro-pedagogy map learning processes in the light of a multi-perspective vision that, recognising the existence of a circular dialogue between cognitive, experiential and bodily narrative dimensions (Damasio, 1995; Gallese et al., 2006; Glenberg, 2008; Barsalou, 2010; Caruana & Borghi, 2016), return centrality to the body in action in terms of increasing perceived self-efficacy and intrinsic motivation (Brambilla et al., 2010; Biddle et al., 2019; Errisuriz et al., 2018). The need to acquire a holistic view of the educational process in the context of Physical Educational practices and the search for methodological practices and variants that can become the crossroads of interdisciplinary dialogues (Colella et al., 2020), meet the assumption that the sense of self-efficacy influences both motivation and behaviour, as well as the ability to cope with challenges and to adopt proactive attitudes (Bandura, 1997; Schunk & Pajares, 2009). This study investigates, with reference to age group, gender and learning context (school/dance), the relationship between self-efficacy and motor performance in developmental age. The aim is to consider how and according to which theoretical and practical assumptions motor-expressive activities can fit into first-cycle schools, in order to effectively act in the horizontal and vertical curriculum, by enhancing the development of fields of experience and competences. The study involved a convenience sample of 248 children between the ages of 8 and 10, (M=75; F=174), selected by non-probabilistic sampling. The first group was provided with experiential paths of expressive movement and yoga, and a second group was offered traditional Physical Education practices. The results, investigated through the administration of the self-report PSP_C (Children's Self-Efficacy Scale) (Colella et al., 2008), show that a correct disposition of the body's musculoskeletal structures in relation to the force of gravity and the efficient and enunciative movements enabled by the prompting of the proprioceptive mechanisms of the body scheme in stasis and dynamics, promoted an increase in perceived self-efficacy in the group that practiced motor/expressive activities. This confirms that self-efficacy develops through direct experience and meaningful learning and could be a determining factor for personal growth and general well-being (Zimmerman, Cleary 2006). The educational approach declined in movement-expressive practices (Pallonetto, 2023), experiential anatomy (Olsen, Tolja, 1994), ideokinesis (Bernard et al. 2021), yoga (Bazzano et al. 2018) and educational dance (Palumbo, 2024), implemented the dimension of feeling and body awareness by opening the channels of somatic memory and sense-motor intelligence.