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La valutazione degli apprendimenti è un tema ampio e complesso, che in questa sede prenderemo in esame ponendo il focus della riflessione su due ordini di questioni – tra loro strettamente connessi – di rilevanza essenziale per delineare un quadro di presupposti teorici e metodologici in grado di qualificare la valutazione stessa come ‘azione professionale’, ovvero come specifico e fondamentale ambito di competenza delle professionalità educative e formative. La prima parte del contributo tenta di offrire, senza alcuna pretesa di esaustività, un quadro di sintesi di alcuni elementi essenziali evidenziati dalla ricerca docimologica per favorire un approccio adeguato e scientificamente fondato a un compito delicato e complesso come quello valutativo. Nella seconda parte, le riflessioni e indicazioni proposte vengono declinate e curvate sulle problematiche valutative specificamente riconducibili all’ambito dell’educazione fisica. Benché i contenuti trattati siano almeno in parte estendibili anche a contesti educativi di natura non formale, il discorso verrà qui sviluppato con particolare riferimento ai contesti scolastici. È del resto in riferimento al sistema di istruzione, in cui la valutazione degli apprendimenti inerenti ai diversi ambiti disciplinari rientra tra le responsabilità istituzionalmente attribuite ai docenti, assumendo anche connotazioni pubbliche di notevole rilevanza sociale, che il tema è stato maggiormente approfondito e problematizzato nel dibattito scientifico nazionale e internazionale. Assessment of learning is a broad and complex subject, which we will examine here, focusing on two sets of questions - closely related to each other - of essential importance in order to outline a framework of theoretical and methodological assumptions capable of qualifying the evaluation itself as an professional action', or as a specific and fundamental area of competence of the educational and training professions. The first part of the contribution attempts to offer, without any pretense of exhaustiveness, a summary of some essential elements highlighted by docimological research to encourage an adequate and scientifically based approach to a delicate and complex task such as evaluation. In the second part, the reflections and suggestions proposed are declined on the evaluation issues specifically related to the field of physical education. Although the contents are extendable to educational contexts of a non-formal nature, the discourse will be developed with particular reference to school contexts. It is, moreover, in relation to the education system, in which the evaluation of learning in the various subject areas is one of the institutional responsibilities assigned to teachers, also assuming public connotations of considerable social importance, that the topic has been deepened and problematized in the national and international scientific debate.

The need for movement, which characterizes the current generations of children, has become urgent and worrying. Despite the continuous projects carried out in primary school, few seems to improve health and motivation to adopt active lifestyles. Among the many projects carried out in recent years, active breaks seem to be gaining ground for their easiness of realization and sustainability over time. The active breaks proved to be very effective towards well being and cognitive activation representing an additional dose of physical activity that can help children in meeting the recommended levels of daily physical activity. Moreover, the active breaks represent an innovative strategy to improve the classroom climate and facilitate the educational action of teachers. Teachers, involved in the I-MOVE and ABS studies, of an inter-university study group (University of Bologna and University of Roma Tre), responded with great enthusiasm to the practice of active breaks. Teachers highlighted that active break produced a positive effect toward school routine, learning environment and activation of cognitive functions in children. The present paper reports data related to the awareness of teachers, with regard to the application of active breaks in their school day, in terms of feasibility, management and organization in the face of effects considered absolutely positive for the daily school experience.

La situazione pandemica ha drasticamente ridotto le opportunità di movimento e di socializzazione dei bambini anche in ambito scolastico, costringendo ad effettuare le lezioni a distanza, la Didattica a distanza e la Didattica Aumentata Digitalmente. Pertanto, si proporrà il metodo delle pause attive o active breaks che consistono in brevi momenti della lezione (5-10 min.) per effettuare delle attività strutturate. Tali interventi non necessitano di spazi e di attrezzature particolari ma possono essere praticate più volte al giorno e per brevi periodi non solo nel contesto classe ma anche a casa e in autonomia da ogni singolo bambino. Gli studi IMOVE e ABS sono un punto di partenza e una testimonianza dell’efficacia e della sostenibilità degli interventi school-based. Studi futuri dovranno concentrarsi sugli effetti a lungo termine delle active breaks sulla performance scolastica e sul beneficio nel lavoro degli insegnanti. The pandemic situation has drastically reduced the opportunities for movement and socialization of children even in the school environment, forcing them to carry out remote lessons, distance learning and digitally augmented education. Therefore, we will propose the method of active breaks or active breaks which consist of short moments of the lesson (5-10 min.) To carry out structured activities. These interventions does not require special spaces and equipment but can be practiced several times a day and for short periods not only in the classroom context but also at home and independently by each individual child. The I-MOVE and ABS studies are a starting point and a testimony of the effectiveness and sustainability of school-based interventions. Future studies will have to focused on the long-term effects of active breaks on school performance and on the benefit of the work of teachers.

The pandemic situation has drastically reduced the opportunities for movement and socialization of children even in the school environment, forcing them to carry out remote lessons, distance learning and digitally augmented education. Therefore, we will propose the method of active breaks or active breaks which consist of short moments of the lesson (5-10 min.) To carry out structured activities. These interventions does not require special spaces and equipment but can be practiced several times a day and for short periods not only in the classroom context but also at home and independently by each individual child. The I-MOVE and ABS studies are a starting point and a testimony of the effectiveness and sustainability of school-based interventions. Future studies will have to focused on the long-term effects of active breaks on school performance and on the benefit of the work of teachers.

Background School years are crucial for acquiring life-lasting healthy habits. However, an increasing rate of children and adolescents fail to maintain a healthy lifestyle. European Union has financed the Erasmus+ Sport Let’s Move Europa project to design an innovative digital tool for promoting healthy lifestyles among those age groups. University of Bologna, partner of the project, has developed 30 Learning Units (LUs) about Physical Activity, Sleep and Nutrition to be integrated in the school program by teachers. Methods A group of 17 teachers (15 females and 2 males, mean SD age 49,5 ±11,6) from primary and secondary schools located in Bologna province (Italy) took part in semi-structured focus groups (FGs). The investigation focused on facilitators/barriers of the intervention and possible solutions, identifying time frames and locations, suggestions for engaging the different stakeholders (teachers, students and families). All FGs were recorded, transcribed, anonymized, and analyzed through inductive thematic analysis. Results 30 LUs were created based on the latest scientific evidence and the FGs output. Each LU addresses a specific topic and is tailored differently for primary and secondary school. The layout includes an investigation on the topic, classroom activities, and a section about “healthy homework” or “challenges” to be accomplished at home, engaging families in the construction of a healthy routine. All the activities were designed to be feasible and sustainable. Each LU includes a discussion phase to understand students’ feedback about proposed homework and learning content. Conclusions FGs have proven crucial to tailoring LUs on the needs of different stakeholders and co-designing an effective intervention. “Healthy homework” and “Challenges” encourage students to pursue healthy habits also outside the school setting, involving families. Feedback on the activity provides an insight into the progression and effectiveness of the intervention. Key messages • The EUmove project integrates knowledge about sleeping, nutritional and physical activity habits into the school curriculum to promote healthy lifestyles among students and their families. • Thanks to the FGs, LUs are designed to suit the target audience. LUs integration into school curricula is therefore a feasible intervention, not requiring specialized personnel to be implemented.

Background Active Breaks (ABs) intervention involves short bouts of moderate to vigorous physical activity (MVPA) conducted during or between curricular lessons by the appropriately trained teachers. The aim of the Imola Active Breaks Study (I-MOVE study) was to evaluate the effect of an ABs intervention on cognitive function and classroom behaviour in primary school children. Methods The study was quasi-experimental, and it involved two groups attending a primary school in Imola (Bologna, Italy). The Active Breaks group (ABsG) performed the I-MOVE protocol consisting in 10 minutes of ABs divided in warm up, tone-up with high intensity interval training and cool-down. This is repeated three times a day for one year and half. The control group (CG) continued with regular lessons. The baseline assessment was conducted in October 2019 and the follow-up in May 2021. Cognitive performance was assessed using working memory test and classroom behaviour was monitored using an “ad hoc questionnaire”. Results Working memory performance increased significantly more in the ABsG (change: 1.30±1.17) than in CG (0.96±1.20), p < 0.05. Almost the entire sample of the children wanted to continue with this intervention in the next following year. Children reported improvements in their school-life quality, including feeling better in class (75.40%) and in school (82.50%) when using ABs. Improvements were also reported in children time-on-task behaviours: 52.90% said they work easily in class, 52.90% that they could listen more clearly, 58.80% reported they can stay seated easily, and 59.60% that they learned better and were more focused after ABs. Conclusions In conclusion the program has proven to be very effective on the children's cognitive improvement and classroom behaviour. Since the ABs intervention demonstrates these positive effects, its implementation in schools can have a beneficial, sustainable and long-term impact on childhood health. Key messages • ABs intervention represents a cost-effective strategy to be implemented in the school settings regardless of the age and sex differences, to make the school a more dynamic environment. • Despite the pandemic difficulties, the ABs intervention proved to be sustainable, and to have a positive effect on classroom behaviour by improving children’s concentration and attention in class.

Additional file 1. Sequences alignment. The results of Sanger sequencing have been aligned with the sequences of the plasmid pGEM, and a) bhv1-miR-B6-5p, or b) bhv1-miR-B9. The black nucleotides are the poly-A tail and adaptors added during the reverse transcription step of miRNAs into cDNA using the kit TaqMan Advanced miRNA cDNA Synthesis Kit.

Docosahexaenoic acid (DHA) and eicosapentaenoic acid (EPA) are omega-3 long-chain polyunsaturated fatty acids (n-3 PUFA) found mostly in fish oil. They have been commonly used as dietary integrators in human and animal nutrition, modulating the immune system, mostly by exerting anti-inflammatory activities as demonstrated by in vivo and in vitro studies. The precise mechanisms of action at the background of EPA and DHA immunomodulatory activity are still not fully elucidated. Moreover, no information on their effects on porcine monocytes immune response is available yet. To cover this gap, the study aimed to evaluate DHA and EPA's in vitro impact on porcine monocytes (CD14 +) defensive functions. Briefly, monocytes were isolated from the blood of twenty-six healthy pigs, using a magnetic-activated cell sorting technique (MACS). Monocytes were first treated with increasing concentrations of DHA and EPA (25, 50, 100 and 200 µM) and apoptosis and viability were measured to assess potential cytotoxic effects. Once determined EPA and DHA subtoxic working concentrations (25, 50 and 100 µM), their effects on chemotaxis, phagocytosis and total, intracellular and extracellular reactive oxygen species (ROS) production were evaluated. DHA and EPA only decreased porcine monocytes viability at the highest concentration (200 µM), but their apoptosis was unaffected. DHA (100 µM) decreased the cells' chemotaxis, while EPA (25 µM) increased their intracellular ROS production after 60 min under non-inflammatory or resting conditions and at 90 min under pro-inflammatory conditions (PMA challenge). EPA (50 µM) decreased monocytes' intracellular ROS levels only under resting conditions at 30 min. No effects were observed on porcine monocytes phagocytic capacity. In conclusion, this study demonstrates that DHA and EPA can exert differential in vitro immunomodulatory effects in pigs, by dampening monocytes chemotaxis and potentiating their oxidative burst, respectively. Thus, our results suggest these n-3 PUFA might exert both anti-inflammatory and/or immune-enhancing effects in pigs.

Le pratiche degli/delle insegnanti di educazione fisica, possono riflettere assunti e credenze sul genere sviluppatisi normalmente in contesti eterosessuali e che non considerano visioni alternative di genere. La ricognizione sulle proprie in- fluenze socio-culturali, richiede un processo riflessivo che indirizzi la decostru- zione degli stereotipi di genere e le azioni didattiche. Ma la riflessività è un “ha- bitus” che può essere acquisito e migliorato attraverso la pratica. L’obiettivo del presente contributo è quello di delineare una proposta di formazione/apprendi- mento per insegnanti o futuri/e insegnanti di educazione fisica, a partire da un approccio riflessivo sul genere. Nella letteratura relativa all’insegnamento delle scienze motorie e degli sport, gli studi sulla pratica riflessiva sono in aumento, ma è necessario arricchire la riflessione critica della dimensione etica e politica dell’insegnamento/apprendimento, inclusa la dimensione di genere. La forma- zione alle pratiche riflessive nei curricula universitari e nella formazione per futuri/e insegnanti aumenta la consapevolezza nei confronti delle pratiche e dei discorsi sul genere ed è riconosciuta nel processo di riforma del genere in edu- cazione. L’idea pedagogica di un laboratorio riflessivo per gli insegnanti di edu- cazione fisica e scienze motorie merita quindi un'attenta considerazione. In a Physical Education class, practices can reflect a teacher’s assumptions and beliefs that are generally created in heterosexually normed contexts that don’t consider alternative gender conceptions. The recognition of socio- cultural gender influences requires a reflective process that can lead the way to thedeconstruction of stereotypes and to didactic actions. However, reflexivity is a “habitus” that can be achieved and improved trough practice. The aim of this contribution is to outline a training/learning proposal for Physical Education teachers or perspective teachers, starting from a reflexive approach to gender. Studies of reflective practice are growing in the Physical Education and sports literature. Nevertheless, it is paramount for Physical Education teachers critically reflect on the political and ethical dimensions of teaching and learning, including gender’s dimension. The inclusion of such reflective practices in the curricula of Physical Education University Degrees and increasing Physical Education teachers’ awareness of gendered discourses and practices is an effective step in the process of gender reform in education. The pedagogical idea of a reflexive workshop for Physical Education teachers deserves, therefore, careful attention.

MicroRNAs (miRNAs) are a class of noncoding RNA molecules playing a crucial role in tumor modulation targeting mRNA. This study aimed to validate the diagnostic potential of a panel of 3 miRNAs previously identified in canine mast cell tumors (MCTs), miR-21, miR-379, and miR-885, as markers of lymph node involvement in terms of histological absence (nonmetastatic: HN0; premetastatic: HN1) and presence (early-metastatic: HN2; overt-metastatic: HN3) of metastasis, in the saliva of mast cell tumor (MCT)-affected dogs by quantitative polymerase chain reaction (PCR). Forty-seven saliva samples were analyzed: 36 from MCT-affected dogs (12 subcutaneous [3 HN0-1 and 9 HN2-3] and 24 cutaneous [9 HN0-1 and 15 HN2-3—MCT]) and 11 from healthy dogs. MCT-group effects were investigated using analysis of variance (ANOVA). The origin of the tumor affected the expression of salivary miR-21 ( P = .011) with an increase in cases with subcutaneous MCTs compared with the healthy group ( P = .0005) and those with cutaneous MCTs ( P = .004). Salivary miR-21 was higher in the HN2-3 class compared with the healthy group ( P = .004). Salivary miR-885 was not affected by the presence of MCT, while miR-379 was not detected in saliva. The diagnostic potential of salivary miR-21 in discriminating MCT-affected dogs from the healthy group (AUC = 0.8917), cutaneous from subcutaneous (AUC = 0.8111), and subcutaneous HN0-1 (AUC = 0.7250) and HN2-3 (AUC = 0.9750) classes from healthy samples was demonstrated by receiver operating characteristic curve analysis. Overall, salivary miR-21 was identified as a promising tool, representing a novel approach to detecting MCT-associated epigenetic alterations in a minimally invasive manner.

Introduction The World Health Organization launched a global action plan targeted to obtain a 15% relative reduction in the global prevalence of physical inactivity in adolescents by 2030 also promoting school-based PA interventions and programs in school. Active Breaks (ABs) are a school-based intervention consisting of short bursts (5-15 minutes) of Pa led by teachers or peer. Many researches investigated the implementation of ABs into primary school setting as a strategy to reduce sedentary behaviour, improve cognitive and physical function. However, this kind of intervention has not extended to secondary school, especially in Italian context. For this reason we started the BRAVE study to evaluate the potential effect of implementing ABs in secondary school. The study is currently in the administration phase of ABs to adolescents The preliminary analysis aims to underline a potential association between working memory performance (WM) and physical fitness status among secondary school students at baseline. Methods In March 2022 we conducted baseline assessment in a secondary school in Valsamoggia (Bologna, Italy). Working memory was evaluated using backward digit span while physical fitness status was assessed using three different fitness test: standing long-jump (SLJ), six minute Cooper Test (6MCT) and Shuttle run test (SR). Results A total of n = 125 adolescent, mean age 12.79±0.89, were enrolled in the study. After performing a regression analysis we found that WM is significantly associated only with age of student (b = 0.2, 95%CI 0.25, 0.11 p = 0.02). A trend also emerged between WM performance and SLJ but with no statistically significant differences (b = 0.160, 95%CI 0.03, 0.02, p = 0.09). The 6MCT and HT have no relevant associations with WM score. Conclusions These preliminary results suggest that age is associated with cognitive performance but no positive association were found between WM score and physical fitness status excepted for a small trend with SLJ test. Key messages • Age is related to WM in adolescent students. • ABs interventions could represent a valid strategy to encourage movement, improve cognitive and physical fitness performance.

Trabajo presentado al: 73rd Annual Meeting of the European Federation of Animal Science (EAAP). Oporto (Portugal), 5-9 de septiembre.

Trabajo presentado al: 73rd Annual Meeting of the European Federation of Animal Science (EAAP), Oporto (Portugal), 5-9 de septiembre. 2022.

Trabajo presentado al: 73rd Annual Meeting of the European Federation of Animal Science (EAAP), Oporto (Portugal), 5-9 de septiembre.

Trabajo presentado al: 73rd Annual Meeting of the European Federation of Animal Science (EAAP), p. 168. Oporto (Portugal), 5-9 de septiembre del 2022.

Physical inactivity is a worldwide public challenge and a leading risk factor for overweight and obesity. Despite the well-recognized benefits of physical activity (PA), only 29% of European youth meet recommended guidelines of at least 60 minutes of daily moderate-to-vigorous PA. The school setting provides an ideal environment to promote healthy lifestyles among young people as initiatives can target all students and the whole school community. The main goal of the EUMOVE project is to design and implement a comprehensive set of strategies and resources to enable the educational community to promote healthy lifestyles in order to reduce risk factors for non-communicable diseases. EUMOVE project (https://eumoveproject.eu/) is a 3-year project delivered by a collaboration between academic and non-governmental institutions from Spain, Portugal, France, Italy, and the United Kingdom. The direct beneficiaries of the project will include school leaders, teachers, and parents, and indirect beneficiaries will be primary and secondary students. EUMOVE project will develop a set of strategies and resources such as Physically Active Lessons Toolkit, Real Time Active Breaks Platform, Active School Commuting Toolkit, Learning Units about healthy lifestyles promotion, School Leaders toolkit, Parents Toolkit about promoting healthy lifestyles, and Mobile phone APP. Project dissemination will be implemented across each partner region and includes: Online dissemination through a learning platform, scientific events aimed at teachers and researchers, workshops with teachers including training on how to use the teaching resources, and Workshops with parents providing recommendations for promoting healthy lifestyle in their children. Thus, the EUMOVE project offers evidence-based and innovative resources to be applied by the educational community in the real-world setting to promote PA levels, appropriate diet and sleep habits, and reduce sedentary time amongst children and adolescents across a number of European countries.

Objective The present systematic review aimed to investigate the impact of school-based physical activity (PA) interventions of “active breaks” on PA levels, classroom behaviour, cognitive functions, and well-being in pre-adolescents and adolescents attending secondary and high school. Methods In March 2021, we performed a systematic research in CINAHL, Cochrane Library, Embase, MedLine, and PsycINFO databases and through grey literature. Quality assessment was performed in accordance with the Cochrane Tool for Quality Assessment for RCTs and the STROBE tool for observational studies. We included studies that investigated classroom PA interventions led by teachers such as active breaks or physically active lessons on PA levels, classroom behaviour, cognitive function, and quality of life in pre-adolescent and adolescent population attending secondary and high school. Synthesis Three studies met the inclusion criteria. Two studies showed a positive effect of active breaks on students’ classroom behaviour and quality of life. One study registered a positive effect in the increase in school PA levels; unfortunately, this effect was not found in the overall levels of PA or in the reduction of sedentary behaviour. All three studies showed the feasibility and acceptability of active breaks intervention in secondary and high school settings. Conclusion This systematic review suggests the potential benefit of this type of intervention integrated in the secondary and high school curriculum on classroom behaviour, school PA levels, and well-being. Objectif La présente revue systématique visait à étudier l’impact des interventions d’activité physique (AP) en milieu scolaire des « pauses actives » sur les niveaux d’AP, le comportement en classe, les fonctions cognitives et le bien-être des préadolescents et des adolescents fréquentant l’école secondaire et le lycée. Méthodes En mars 2021, nous avons effectué une recherche systématique dans les bases de données CINAHL, Cochrane Library, Embase, MedLine, PsycINFO et à travers la littérature grise. L’évaluation de la qualité a été réalisée conformément à l’outil Cochrane d’évaluation de la qualité pour les ECR et à l’outil STROBE pour les études observationnelles. Nous avons inclus les études portant sur les interventions d’AP en classe menées par les enseignants, telles que les pauses actives ou les leçons d’activité physique sur les niveaux d’AP, le comportement en classe, la fonction cognitive et la qualité de vie chez les préadolescents et les adolescents fréquentant l’école secondaire et le lycée. Synthèse Trois études répondaient aux critères d’inclusion. Deux études ont montré un effet positif des pauses actives sur le comportement en classe et la qualité de vie des élèves. Une étude a enregistré un effet positif dans l’augmentation des niveaux d’AP à l’école, malheureusement cet effet n’a pas été trouvé dans les niveaux globaux d’AP ou dans la réduction du comportement sédentaire. Les trois études ont montré la faisabilité et l’acceptabilité de l’intervention des pauses actives dans les écoles secondaires et les lycées. Conclusion Cette revue systématique suggère le bénéfice potentiel de ce type d’intervention intégrée dans le programme scolaire des collèges et lycées sur le comportement en classe, les niveaux d’AP à l’école et le bien-être.

Background The World Health Organization stated an average of 60 min of Moderate to Vigorous Physical Activity (MVPA) that children should accumulate every day. Nevertheless physical inactivity is growing and, due to restrictions imposed during pandemic, PA levels of children might be more negatively affected. The study aimed to analyse the impact of COVID-19 on the PA of an Italian sample of primary school children by comparing it before and during COVID-19 considering gender differences. Methods A pre-post analysis (October 2019–January 2021) was conducted using a randomized sample (N = 77) from the I-MOVE study settled in an Italian primary school. Both objective (Actigraph accelerometers) and self-reported (PAQ-c questionnaires) assessments of PA were performed. Changes were compared using T-Student and Chi-Square test. Gender differences were calculated using Anova. Results Weekly and daily minutes time spent in MVPA significantly decreased respectively by − 30.59 ± 120.87 and − 15.32 ± 16.21 from before to during pandemic while the weekly time spent in sedentary behaviour increased (+ 1196.01 ± 381.49). PAQ-c scores followed the same negative trend (− 0.87 ± 0.72). Boys seem to have suffered more than girls from the imposed restrictions. Conclusion These findings outline the need for strategies to promote PA and reduce sedentary behaviours in children to prevent COVID-19 restriction long-term effects.

Background According to the WHO recommendations, children and adolescents should perform at least 60 minutes per day of moderate to vigorous physical activity (PA). Active Breaks (ABs) interventions, short physical activity breaks of 5-15 minutes during school hours, have been examined in primary school children as a potential strategy to counteract a sedentary lifestyle, with minimal disruption to school learning activities. The aim of the BRAVE STUDY is to investigate the feasibility of ABs in a secondary school setting from the students’ point of view. Methods In December 2020, 10 students (age 12-13, 6 females and 4 males) attending the second and third grade of secondary schools located in Bologna province (Italy) were involved in a focus group (FG). The FG was conducted online because of COVID-19 and the answers transcribed for a later analysis. Students’ opinions were probed on the role of PA in school and possible facilitators/barriers to implementation of ABs in the school. Results Students reported they wanted to be more active as a consequence of time spent in class sitting at a desk. Students also reported that an organized activity like ABs conducted in the classroom setting provides an excellent opportunity to improve social relations with classmates. Students also highlighted the possible psycho-physical well-being benefits arising from PA. Among the potentially negative aspects reported, students underlined the possible confusion that would be created in classroom and the time subtracted from academic learning activities. Conclusions The FG represents an ideal mean to obtain in-depth information on how people feel about a pending program or a change in their routine. The current FG reinforces positive outcomes from exposure to a PA program that can be intertwined with their daily classroom activities. ABs programs can help to reconcile the needs of students that arise during the day with the PA objectives recommended by the WHO. Key messages • ABs can be a zero-cost intervention strategy to achieve WHO recommendations and would create conditions for a greater psycho-physical benefits in classrooms. • A qualitative approach, such as FGs, provides a mean to collect information not obtainable with quantitative methods, that could be useful to co-design interventions for children and adolescents.