Università degli Studi di Roma Foro Italico
Workshop 4
Implementation of ESTPORT project
1
Implementation of ESTPORT project 2016
By
University of Rome Foro Italico ESTPORT Unit
2
A project in progress
Foro Italico’s ESTPORT unit has
- Striclty followed the guideliness sketched from the results activities
carried out in 2015
- What we have done and are doing consists of…
1) Examining scholarly literature and reflecting upon
experiences and good practices of tutorship in the dual
career of S-As from Italy and other countries
2) Focusing on best methodologies to do research and explore
issues and topics relating to the tutorship and the dualcareer of S-As as a pedagogical issue
3) Understanding and interpreting data and results from the
two main workshops carried out in 2016
4) Continuing in analyzing and interpreting data from the
questionnaire ESTPORT administered to the sample
consisting of all student-athletes of URFI
5) Disseminating results and data through publications,
public conferences and by trying to structure tentative
models of implementation of effective tutorship in other
educational contexts as a future “spin-off” of ESTPORT
6) And last but not least, we have finally structured and put
into practice a Foro Italico specific model for tutoring the
S-A (DU.C.A.S.T.UN)
OUR EPISTEMOLOGICAL SYSTEMIC
APPROACH
• The dual-career of the S-A is more (and greater) than the sum of its
parts
• Tutoring is a part of the system and forms a subsystem in itself
• It is always necessary to couple theory and practice, research and
evaluation
Grounded theory
Action learning
We have focused our research and
implementation on
New e-tools based on Web 2.0 seen as a
means capable of better tutoring S-As
An interpretation of the issues concerning
the dual-career of S-As in light of critical
pedagogical models (Donald Schön model of
Reflective practitioner and the Community of
Learning)
Points 1 and 2
(Good practices and research methodologies)
There are lots of interesting and effective cases of good
practices relating to the implementation of the tutorship
and the dual career of university student-athletes both in
Italy and Europe which deserves to be better examined and
contrasted (University of Trento, University of Foggia, TF Sports University of Budapest, LASE – Latvian Academy of
Sports Education, etc.)
There is a growing interest towards the DC of S-As in all
European university (the case of UNIMED is exemplary)
All universities are gradually emphasizing not only the fact
how many victories of their students are won in sport, but
also how many of the athletes with the help of sport have
learned to become winners in their further life.
It is important to couple quantitative and
qualitative research methods if we want to deeply
grasp the issues concerning the DC of S-As
Also qualitative methodology can be effective
Life stories and narratives–first-person accounts of experiences must
be the first source of data
Example of steps to follow in narrative
methodologies
significant events in personal education/professional
career;
significant moments in personal sport career;
personal professional growth;
future intentions in personal professional
career, or life after personal professional career
Point 3
(Workshops)
Workshop 1, April 2016 (main topics: the
tutor I would want and the Ethical issues in
tutoring the student-athlete)
Objectives:
-to answer the ethical and phisosophical
question wether student-athletes deserve to
be tutored, supported and assisted during
and after their professional career or not
-to identify the carachteristics of the best
tutor as a person in light of student-athletes
needs and expectations
Workshop 2, October 2016 (An e-tutor for the lifelong
learning and the career of the student-athlete )
Objectives:
-to identify effective tools and reflect on how to
transform Web 2.0-based tools (mainly social
networks) into safe and effective lifelong tutoring
environments for student-athletes
-to compare advantages and disadvantages of
utilizing e-tutorship when we assist dual-career and
post-career student-athletes
Point 4
(ESTPORT Survey/the questionnaire)
we have completed the administration of ESTPORT
questionnaire to all S-As of our universities
we have identified a general sample of 139 S-As (who have
competed in the Olympic Games, and have participated and
taken part in regional, national, European and World
competitions and contests
From the general sample, we have extracted a subsample of
26 S-As only composed of S-As who have competed in the
Olympics and taken part in international Competitions. We did
it in order to have a sample whose main characteristics can be
compared to those of the UCAM’s one*
*the results from the survey will be presented and discussed,
as you know, in our next specific whorkshop)
Point 5
(dissemination of results)
We have started to disseminate the results
from ESTPORT Italian research and
implementation unit in national and local
conferences, in publications, and through the
implementation of pedagogical tutoring model
for high-school S-As (it could be a possible
“spin-off” of ESTPORT)
Some conferences the coordinator of the
ESTPORT Italian Unit
has been invited to take part
in as a speaker to promote the Erasmus+
project…
• Sport and citizenship- Dreaming for Rio 2016
Comenius Project supported by the EU, Reggio
Calabria, Italy, april 14th-15th
The conference was organized by the Network of
Italian Sports High Schools (the coordinator spoke in
front of representatives of this kind of schools from
all Italy)
• UNIMED round table on sport, woman and citizenship in the
Mediterranean Region, Rome, October 18th-19th
Main publications of 2015 -2016
• Isidori E. (2016). The Dual Career of Student Athletes and the Quest for a Personalized Tutorship Model. INTERNATIONAL JOURNAL OF NOVEL
RESEARCH IN EDUCATION AND LEARNING, vol. 3, p. 9-15, ISSN: 2394-9686
• ISIDORI E. (2016). Pedagogia, sport e relazioni internazionali. Dall'analisi del contesto allo sviluppo della metodologia. Roma: QUAPEG, ISBN
9788822826459, DOI 10.5281/zenodo.59154
• Migliorati M., Maulini C., Isidori E (2016). La dual-career degli studenti-atleti nella scuola secondaria: fra teoresi pedagogica e progettualità .
FORMAZIONE & INSEGNAMENTO, vol. 14 - Supplemento, p. 157-167, ISSN: 2279-7505
•
Isidori E (2016). L'etica nello sport. In: (a cura di): Mantovani C., Insegnare per allenare. Metodologia dell'insegnamento. p. 305-333, Roma:
Edizioni Scuola dello Sport-CONI, ISBN: 9788897337157
• Isidori E (2016). I valori dello sport. In: (a cura di): Morandi M., Corpo, educazione fisica, sport. Questioni pedagogiche. p. 164-181, Milano:
FrancoAngeli, ISBN: 9788891743572
• Isidori E. (2015). Pedagogia dello sport, In Cunti A. (a cura di): Corpi in formazionie. Voci pedagogiche. Milano: Franco Angeli, ISBN
9788891728739
• Isidori E. (2015). Orientamento e sport. In Cunti A. (a cura di): Corpi in Formazione. Voci pedagogiche. Milano: Franco Angeli, ISBN
9788891728739
• Isidori E (2015). La pedagogia dell’orientamento sportivo: una prospettiva teorica. CQIA RIVISTA, FORMAZIONE, LAVORO, PERSONA, vol. 13, p. 116, ISSN: 2039-4039.
• Other publications are in press…
Other projects linked to ESTPORT
• Starting from the results achieved by the Italian ESTPORT
unit, we have developed a tutorship project Model and
protocol for Italian high school Italian students.
• The model has been accepted by the Italian Ministry of
Education
• The educational model is based and focused on the use of
new e-tutoring tools based on Web 2.0 technologies and on
the application of critical thinking and of the pedagogical
model of the Learning Community
• The school which has invited us to develop the project is
trying to apply it and is looking for possible funding from
governamental bodies
The project has been registered
https://zenodo.org/record/154881
Point 6
(implementation of the tutoring system at URFI)
• we have finally defined, structured, and fully implemented the
Foro Italico University specific model for tutoring S-As (we
have called the model DU.C.A.S.T.UN)
• We have fully applied and experimented the model on a group
of 27 student-athletes attending an intensive and special
bachelor’s degree course on sport sciences (laurea di I livello)
offered by URFI in cooperation with the Italian Olympic
Committee
• the group has been used as a feed-back and evaluation group
for the implementation of the tutorship model and as a
research environment ans scenario
Du.C.A.S.T.Un: what is it?
•It is an acronym and means
Dual Career Academic Support and
Tutoring Unit
Du.C.A.S.T.Un is a
• Flexible
• Systemic
• Dynamic
• Smart
Model which acts as a development and
implementation environment both for the
tutorship and the dual-career of student-athletes
Du.C.A.S.T.Un WORKS EFFECTIVELY WITH
A GROUP OF STUDENT ATHLETE WHICH
RANGES FROM 12 TO 15
Main characteristics of the Du.C.A.S.T.Un model
• The components of the model act as interactive parts of the
same system
• The effectiveness of the system is guaranteed by continuos
feedbacks and communication among the parts
• The model is based on the utilization of Web 2.0-based
communication tools, the critical thinking and the mutual
helping through learning and tutoring active communities
• The model aims to highly motivate the S-A and to involve
her/him in the learning process through tasks based on
emotional involvement
Components/actors of Du.C.A.S.T.Un
• Instructors:
- 3 teachers selected on a voluntary base from the faculty of
the course
- the 3 instructors have:
•teachers 1, background in Psychopedagogy
•teacher 2, background in Sports Sciences
•teacher 3, background in foreign languages and e-learning
- The 3 instructors act as mentors and learning facilitators for
the S-A
• Tutor(s):
- they was selected on a voluntary basis from the
administration staff/PhD students of the university
- They have a background in sport sciences (one of them is a
sports managers and was a high-level athlete)
Main function ot the tutor in the Du.C.A.S.T.Un
• he acts as a facilitator for the symmetric interactions
between instructors and S-As
• he assists the S-As for what it refers to examination dates,
legal issues and regulations concerning the attendance of
the course
• he supports the didactic manager in her functions
• he maintains communication with URFI’s tutoring and job
placement office and keeps the S-As constantly informed
about any changes that can occur in the course
• Didactic Manager
- she has a background in sport and management
sciences
- her function is to guarantee the quality of the
course in front of the Italian Olympic Committee
and the URFI through a continuous based-onfeedbacks from S-As monitoring action of the
tutoring process
In conclusion
• Feedbacks from S-As collected from surveys, interviews and
questionnaires have shown that the model is effective and
highly motivating for our S-As at Foro Italico
• the model is feasible and its application can be extended to all
of the URFI student-athlets
• URFI has become aware that it had a tutoring model for its SAs that needs to be improved, enhanced, developed and
implemented
• it is necessary to form new tutors for putting the DUCASTUN
model into practice and transforming it into an effective and
permanent tutoring environment
• it is crucial to make all URFI instructors aware of the
importance of tutoring their S-As in the best possible way, to
teach them to utilize new e-communication and teaching
tools and select those who have or are interesed in
developing specific competencies to tutor S-As
• The goal of DUCASTUN is to create an effective and
confortable tutoring and learning environment for the S-A
which can link academic life and professional
development.
That is to say, an environment based on distributed and
lifelong learning models in which knowledge is never just
a mere theoretical acquiring but it comes as a result from
practical experiences critically understood and
interpreted