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Background and Objectives: The preschool context produces excessive sedentary behavior in children. The systematic fulfillment of structured physical activities during school time, namely a daily movement routine (DMR), can contribute to increasing the quantity of physical activity (PA) and to improving physical literacy (PL), reaching the WHO's recommendations., Aim: The present study aims to quantify the sedentary time spent by 4- and 5-year-old preschool children and to verify the effects that a DMR could have on sedentary habits in preschool children., Method: An experimental observational study was carried out. Ad hoc questionnaires were administered to parents, teachers, and children, and an observation checklist was used to quantify the time spent in sedentary activities at school. Descriptive statistics and t -tests were applied for data analysis., Results: Thirty-two children attending Italian preschool participated in this study. The implementation of a DMR significantly reduced the sedentary time in preschool, decreasing the time spent sitting by 45.69% and increasing the time spent standing by 185%., Conclusions: This study confirms the hypothesis that children move for less time than recommended by the WHO and highlights the importance of making the experiences of the DMR structural, as this could be an opportunity for educational processes to enhance active lifestyles in promoting the development of physical literacy.

Background : This study contributes to expanding the existing literature on learning technical skills in youth soccer by comparing the effectiveness of different training approaches in the development of passing skills. The ecological-dynamic approach, which emphasizes the continuous and adaptive interaction between the athlete and the environment, is analyzed in comparison to the traditional prescriptive approach, which relies on predefined techniques and exercises. The aim of the study is to determine which of the two approaches is more effective in improving the performance of young soccer players. Methods : Thirty players (age 12 ± 1.2 years) were randomly assigned to two groups: the ecological-dynamic group (ECG) and a control group (CON). Both groups underwent an eight-week training program with equal sessions. The ECG group's training focused on adjusting constraints like the learning environment, game rules, and visual restrictions to boost adaptability and problem-solving skills. The CON group followed a traditional prescriptive approach with specific instructions, goal setting, immediate feedback, and structured exercise progression. Passing abilities were evaluated before and after the program using the Loughborough Soccer Passing Test, with a retention test administered five weeks later. Descriptive statistics, including mean values and percentage improvements, were used. A repeated measures ANOVA compared differences between the groups. Results : The analysis revealed a significant Occasion × Group interaction for all performance variables, indicating that the ECG group experienced greater improvements than the CON group. Specifically, the ECG group showed significant reductions in Trial Time ( p = 0.001, η p 2 = 0.6), Penalty Time ( p = 0.016, η p 2 = 0.4), and Overall Performance ( p = 0.011, η p 2 = 0.8) from pre-test to post-test. However, these improvements did not persist into the retention test ( p = 0.131, p = 0.792, and p = 0.192, respectively). The CON group also improved significantly in Trial Time ( p = 0.003), Penalty Time ( p = 0.002), and Overall Performance ( p = 0.001) from pre-test to post-test, but with smaller effect sizes and no sustained gains at retention. Conclusions : The ecological-dynamic approach (EDG) has proven to be more effective in enhancing passing skills compared to the traditional prescriptive approach (CON). Although both methods led to performance improvements, the EDG group achieved more significant progress.

Countermovement jumping (CMJ) and free-arm countermovement jumping (CMJFA) express the explosive-elastic force of the lower limbs. Strategies to enhance performance in both types of jumping can be categorized into cognitive and ecological-dynamic approaches. However, the effectiveness of these approaches in improving CMJ and CMJFA remains incompletely understood. This study aims to investigate the impact of training protocols based on the two approaches to improving CMJ. Thirty-six subjects with an average age of 26 years were selected and divided into two groups: the ecological-dynamic group (EDG) and the cognitive group (CG). For 12 weeks, both groups followed separate protocols of three weekly one-hour sessions. EDG group followed a protocol focused on circle time. The CG group followed an instructor-led training protocol. Incoming and outgoing flight heights were measured. Pre and post-intervention differences within and between groups were assessed using t-tests for dependent and independent samples, respectively ( p ≤ 0.05). CG demonstrated a 12.2% increase in CMJ and a 7.8% improvement in CMJFA, while EDG showed a 10.2% increase in CMJ and 19.5% progress in CMJFA. No statistically significant differences ( p > 0.05) were observed between the groups in the improvement of CMJ; statistically significant differences ( p < 0.05) were found in the improvement of CMJFA in favor of EDG.

Motor creativity can be influenced by the specificity of the school-class environments (music-based education plans) and individual characteristics. This study aimed to investigate the effects of music oriented and conventional education plans on rhythmic perceptive capacity, motor creativity, and skill- and health-related fitness components in young students according to age, sex, and weight status. One hundred sixty-three young Italian students from elementary (second and fourth grade) and middle school (sixth and eighth grade) were enrolled in the study according to their education plan (music oriented or conventional). All participants were tested for rhythmic perceptive capacity (Stambak's test), motor creativity (Divergent Movement Ability test), skill-related (Körperkoordinationstest Für Kinder), and health-related (Multistage Fitness test) components. Individuals were also considered according to age (elementary and middle school), sex, and weight status. Significant age × education plan and sex × education plan interactions ( p < 0.01) were found in motor creativity (locomotor and stability skills) and motor competence (balance and jumping-like activities). No significant weight status × education plan interaction was found. The predominant role of music in the music-oriented education plan appeared to foster the ability to enhance motor creativity in elementary and middle school students compared to the conventional plan. Moreover, music-oriented experience also seems relevant for expressing and exhibiting motor competence (i.e., balance) in relation to sex.

Virtual reality-guided imagery (VRGI) and mirror therapy (MT) have been used in isolation to treat patients suffering from different injuries. However, no attempts have been made to understand the effects of combined VRGI and MT added to conventional physical therapy, and no information exists regarding perceptual responses to these rehabilitation strategies in female football players. Thus, this study aimed to examine the effect of MT added to conventional rehabilitation on psychological readiness and perception of pain in ACL-injured female football players. Thirty ACL-injured female football players competing in the 2nd and 3rd Italian tier who underwent an ACL rehabilitation program from the same clinic participated in this study. Players were randomly distributed in an MT group (n = 15) and a CON group (n = 15). All participants reported their perception of pain on a VAS before and after the interventions and their psychological readiness to return to sport after ACL injury and reconstruction surgery on the ACL-RSI scale after the intervention. An independent-sample t-test was performed to assess between-group differences in post-intervention ACL-RSI, and a further independent-sample t-test to assume non-significant differences between VAS values before the intervention. A two-way repeated-measures analysis of variance was used to test the null hypothesis of no different change in VAS over time between groups. After the intervention, the MT group perceived largely greater psychological readiness (p < 0.01). MT and CON groups experienced a large reduction in VAS after the intervention (p < 0.001). However, a small time × group interaction was observed (p = 0.023). MT reported a greater perception of the psychological readiness of the soccer players and a lower perception of pain than those who performed conventional therapy.