Integrated school-community projects to promote motor activity through possible alignment with professionals

In the context of primary school motor activities, it is not uncommon that the educational relationship is at least trialectic (Eichberg, 2010), that is it responds to a plurality of educators whose interaction and synergy entails significant repercussions on the teaching efficacy, and, ultimately, on the quality of education. The plurality of the persons involved can become a resource, if the participation organization is truly integrated, thought and handled with reference to the children’s educational needs. Since the ’70s – even though the regulatory framework has changed – motor education in primary school – after its name has been changed from elementary school to primary school, and the application of national indications, rather than national programs – has always maintained a hybrid status, with a strong territorial connotation. The article explores, through a qualitative study, cases of integrated projects deepening the perspective of the relationship/allignment between curricular teachers and external experts.