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The research embarks on an exploration delving into the intricacies of motor skill acquisition and its versatile application across various contexts. Its core objective resides in fostering a robust discourse within this domain. Emphasizing the qualitative dimension of mastering motor skills underscores an urgent need for evidence-backed teaching methodologies that boast universal applicability. In the realms of physical education and sports, a profound comprehension of fundamental theoretical frameworks stands as a pivotal requirement to facilitate effective pedagogy. The continuous evolution of innovative teaching approaches within motor and sports education accentuates the necessity for a meticulous examination of the foundational theoretical underpinnings supporting these advancements. The principal aim of this investigation primarily revolves around distilling the fundamental principles embedded within the ecological-dynamic approach to learning. Furthermore, it endeavors to illuminate actionable directives tailored for instructional purposes. These directives aspire to cultivate adaptive learning environments conducive to the acquisition of motor and sports skills, prioritizing flexibility over rigidity and nurturing an environment that encourages perpetual learning experiences. To achieve this ambitious goal, an exhaustive scrutiny of recent literature has been undertaken, placing significant emphasis on notable contributions propelling the ongoing discourse forward. This comprehensive review endeavors to enrich the dialogue surrounding evidence-based teaching methodologies within the realm of motor skill acquisition and sports education.

Utilising playful elements within physical education, known as gamification, stands as an innovative educational approach, captivating students and instilling motivation throughout the learning journey. Assessments comparing gamification against conventional teaching methods consistently reveal its positive impact on student engagement and enthusiasm. Yet, an overemphasis on competition risks overshadowing deeper conceptual comprehension. To navigate this balance, an integrative model harmonising playful components with traditional pedagogy emerges as a promising solution. Educators are tasked with crafting activities that seamlessly blend enjoyment with educational objectives, ensuring alignment with broader learning goals. This essay embarks on a critical exploration of gamification's efficacy and ramifications within physical education. Drawing from scholarly research and firsthand experiences, it dissects both the advantages and obstacles encountered when infusing playfulness into academic physical pursuits. Furthermore, it offers a fresh perspective on the art of synchronising gamification with existing teaching methodologies, with the aim of enhancing student learning outcomes.

The purpose of this work is to illustrate how movement, involving the physical execution of specific skills or actions through muscles, joints and limbs, draws not solely from physical occurrences but also from societal influences. Each chapter in this essay contemplates a fundamental query: how do the physical and societal spheres collaborate to generate movement and the development of movement skills? Hence, within the chapters of this research volume, every argument purposefully delves into an aspect or realm of movement and the learning of movement skills, not solely to showcase a social concept or ideological construct but to imbue movement itself with the capacity to mould various relationships. These relationships encompass the dynamic between movers and instructors, students and teachers, or researchers and their participants. To elaborate on this crucial subject and ponder its implications for the future of kinesiology as a discipline harmonizing the physical and societal realms in movement studies, the premise and central focus of each chapter shall now be clarified in their respective sequence. The significance of physical activity in human existence often goes unnoticed, unintentionally, due to its omnipresence. Nevertheless, these activities lay the groundwork upon which the edifice of kinesiological exploration is erected.

Health education and fitness promotion are crucial for encouraging physical activity among European school students, yielding lasting benefits for their physical and mental well-being. However, implementing effective programs faces challenges due to Europe's diverse cultural, social, and economic contexts. This study explores best practices and challenges in health education and fitness promotion in European schools. It aims to identify successful strategies, assess their impact, and address potential barriers. The review considers cultural and regional diversity and involved searching databases like MEDLINE, CINAHL, ERIC, and Google Scholar, resulting in 48 relevant articles. Findings show European schools actively implement health and fitness initiatives, often incorporating various physical activities into their curricula. Comprehensive approaches, including nutritional education and extracurricular activities, enhance student engagement. Challenges include limited funding, inadequate teacher training, and varying cultural attitudes toward physical activity. This study emphasizes the importance of holistic health education and fitness promotion in European schools. Success relies on evidence-based strategies, collaboration between policymakers and educators, and resource allocation. Prioritizing inclusivity and cultural sensitivity can enhance the effectiveness of these programs in promoting active lifestyles among European students.

Many countries require physical education as a mandatory subject in their school curriculum. The educational value of physical activity is often overlooked. To expand the scope of pedagogy beyond knowledge acquisition, alternative research methods may be necessary. Rather than solely measuring human behavior, research should focus on understanding the meaning of behavior to participants and how that meaning is formed. Different conceptual approaches to pedagogy will require different research methods. The way in which undergraduate students in human movement learn about research, including sport and exercise pedagogy research, historical research, or research in the biophysical sub-disciplines, will be crucial in fostering interest in pursuing graduate studies. Poorly designed and instructed research methods courses can be particularly discouraging for those who have an interest in research.

The book explores diverse facets of physical education (PE) and motor activities (MA) from a pedagogical standpoint. It delves into a range of theories pertinent to physical education, encompassing topics like the significance of motor development during early childhood and the promotion of healthy lifestyles through physical education. Moreover, it elucidates the distinct nature of movement and its implications for teaching and learning, highlighting the role of perception and motor function in cognitive development. The book also delves into the responsibilities of physical education and sports educators in fostering motor learning for educational purposes. It examines various theoretical models associated with motor learning and their pedagogical implications, encompasses instructional models for teaching motor activity, and underscores the significance of pedagogical content knowledge in implementing these models. Lastly, it delves into the models-based approach to teaching physical education. Ultimately, it offers a comprehensive comprehension of the pedagogical facets of physical education and motor activities, encompassing theories, methodologies, and techniques for effective teaching and learning.

The academic preparation of graduates in exercise sciences may not be sufficient for professional practice. This is due to the focus on exercise physiology in the curriculum, which has reduced the scope and uniqueness of the field. To improve the training of graduates in this area, it is necessary to integrate biomechanics and motor behavior into the curriculum of Exercise Science and Sport Sciences. This would balance and integrate the academic disciplines of kinesiology and improve professional practice in the field of exercise and sports

In the current era, fitness gyms and private health clubs constitute a colossal global industry. Fitness has evolved into a popular movement, yet one that bears no resemblance to the 20th century movements that are often intertwined with nationalist sentiments; rather, it has become a profoundly personalized preoccupation. This article delves into the historical development of the contemporary gym and fitness culture, formulating an analytical approach to understand the emergence of this multi-billion-dollar phenomenon. The analysis posits that the physical exercises, tools, and techniques employed by gyms across the world today are the outcomes of a physical culture that developed and was refined throughout the 20th century. Body ideals, exercises, techniques, and the pedagogy of fitness have evolved into an increasingly international enterprise. The article provides a preliminary analysis of this globalization of gym and fitness culture, identifying and examining three critical and conclusive phases.

The purpose of this paper is to examine the various pedagogical skills that are essential for personal trainers and explore the ways in which they can be developed. Personal training is a rapidly growing industry, with an increasing demand for qualified and knowledgeable professionals. As the fitness industry evolves, it is essential that personal trainers possess not only a thorough understanding of exercise science and physical training principles, but also strong pedagogical skills to effectively educate and motivate individuals. Pedagogical skills refer to the ability to plan, implement, and evaluate educational activities that facilitate the learning process. In the context of personal training, these skills are crucial in ensuring that individuals receive the most effective and efficient training possible. A personal trainer must be able to effectively communicate information, create engaging and challenging workouts, and provide feedback and motivation to individuals.

La pandemia de COVID-19 ha tenido un impacto significativo en la vida cotidiana de las personas, incluyendo varios aspectos de sus actividades de ocio, como las oportunidades para la actividad física en el tiempo libre (AFTL). El cierre de instalaciones deportivas y las medidas de distanciamiento social y prohibición de reuniones han modificado estas oportunidades, lo que ha llevado a una disminución de la AFTL durante diferentes formas de confinamiento en distintos países, según informes de varios estudios de revisión. Italia también ha experimentado una disminución en las tasas de participación en deportes y AFTL durante la pandemia de COVID-19. Aunque el gobierno italiano comenzó a levantar algunas restricciones en mayo de 2021, solo el 54% de la población adulta se dedicó a la AFTL, lo que representa una disminución del 10% en comparación con los niveles previos a la pandemia

The term "application of scientific evidence" was first introduced in the medical field during the final decade of the previous century. A team of researchers, including David Eddy, David Sackett, and Gordon Guyatt, recognized that the majority of clinical decisions were based on outdated medical notions and, as a result, neglected the latest findings from research. Over time, these scholars realized the need to adopt a more effective investigative method that respected the dynamic and variable nature of scientific research in its various fields of application. This new method was designed to provide more relevant, recent, and useful information to improve research outcomes.

The employment prospects available to individuals who have completed physical education programs have broadened significantly beyond traditional roles in public school gymnasiums and college activity programs. In recent years, physical educators have found diverse and stimulating positions within allied health professions, including nursing, specialist preparation programs such as exercise physiology or exercise science, and corporate settings that involve the management of wellness and fitness programs. Consequently, physical educators can function as "fitness educators" for various populations. The exercise professional (EP) as personal training has emerged as a burgeoning business in recent times (IRSHA, 2022). In the field of exercise, it is widely acknowledged that an exercise professional should possess the ability to tailor an exercise program to the needs of a diverse range of individuals (Cereda, 2015b; Malek et al., 2002). Specifically, an EP must have the skills to evaluate an individual's requirements and devise a program that is both safe and effective in meeting those needs. In order to achieve these goals, a variety of qualifications are necessary. Certification is considered to be a desirable attribute for the EP, as it provides assurance to the client that the trainer has undergone a rigorous professional training curriculum. Nonetheless, evaluating the certification program can be just as important as assessing the trainer's qualifications. It is recommended that the trainer be certified by an esteemed educational organization that provides comprehensive training and skill assessment for trainers. In summary, to be considered a proficient EP, the following qualifications are advised (Cereda, 2015a).

The educational practice of motor and sports sciences takes on the form of a strategic and intentional action, facilitated by symmetrical interpersonal relationships between educators and learners. Proactiveness plays a central role in constructing meaningful educational pathways, where intentionality materializes and reflects in praxis. The purpose of this article is to examine education as a social action, a role that becomes even more relevant in a socially inclusive civilization.

The historical exploration of the body in sports hinges upon the value attributed to the body throughout time and converges various social science approaches, encompassing philosophical, religious, educational perspectives, and intersecting histories that involve political, sociological, economic, and medical dimensions. Sports, as a multifaceted cultural phenomenon, hold profound sociocultural significance, reflecting prevailing attitudes towards the human body. The study of body image in sports history becomes a nexus where anthropology, sociology, psychology, and sports science converge, offering valuable insights into the evolution of body ideals and their implications on athlete identity. This examination delves deep into the annals of sports history, unearthing the evolving notions of body image and its impact on athlete identity, shedding light on the implications of historical body image ideals for contemporary sports culture and proposing recommendations for fostering a positive body image and identity in sports. The objectives of this narrative review include unearthing the historical evolution of body image ideals, examining the influence of societal norms on perceptions of athletic bodies throughout history, unravelling the role of media, technology, and popular culture in shaping body image ideals in sports, and identifying the intimate connection between body image and athlete identity, exploring its profound ramifications on athletic performance and overall well-being. By synthesizing findings from existing systematic reviews and scholarly works, this exploration aims to illuminate the intricate interplay between sporting bodies and societal norms throughout history and their enduring legacy on sports culture in the present day

The academic, pedagogical, and scientific progress undertaken at Università Cattolica in the field of exercise and sports sciences has placed particular emphasis on transformations in terms of the educational curriculum, research projects, and their impact on the academic and professional community. In a context where disciplines related to motor sciences are gaining increasing relevance, the critical analysis presented provides an overview of the challenges and opportunities faced within the Department of Education. Through a historical review of the initiatives taken, it delineates pedagogical strategies, external partnerships, and the evolution of research lines that have characterised this journey. The work highlights the synergy between teaching and research, illustrating how scientific output in the field of motor sciences has contributed to the enrichment of students’ education and innovation in the field. The analysis of the experience at Università Cattolica serves as a significant model for academic institutions interested in developing advanced study programmes and research in the field of exercise and sports sciences. Finally, this contribution offers a glimpse into the future, identifying challenges and prospects for the next decade, including possible developments in terms of curriculum, applied research, and interdisciplinary collaborations.

In the vast panorama of motor activities, the fundamental synergies between theory, technique, and didactics come into focus. A complex and sinuous understanding, which unfolds like a harmonious ballet, is revealed within the pages of this book. Scientific research extensively demonstrates the health benefits associated with physical activity, adequate sleep, and the reduction of sedentary behaviors and screen time. These benefits are universally recognized across all age groups and stages of development. Particularly for children and youth, the significance of these behaviors is confirmed by a substantial body of literature. International and national organizations have endorsed guidelines recommending optimal motor behavior for all age groups, including school-aged children and youth (5-17 years old), encompassing physical activity, sleep, and sedentary behavior/screen time. It is noteworthy that insufficient physical activity has been identified as a significant contributor to premature deaths worldwide, accounting for 1 in 10 deaths. Physical Education (PE) is a field that promotes physical activity and the acquisition of motor skills. The effectiveness of PE in achieving these objectives depends on the methods and didactics employed. Various teaching and pedagogical models have been developed and studied to provide students with meaningful and enjoyable experiences in physical education. These models aim to offer a structured approach to teaching and learning, encompassing cognitive, affective, and psychomotor domains. The importance of methods and didactics in PE, as well as the benefits of physical activity for individuals of all ages, has been underscored by this issue. Through the examination of a variety of teaching and pedagogical models, this book seeks to provide an exploration of these topics, offering insights and guidance for educators, researchers, and professionals in the field of physical education and motor activity.

Notwithstanding their commonly perceived lack of educational value, sports can in fact confer substantial pedagogical advantages upon individual learners. Participating in physical activities and athletic pursuits can yield enduring modifications to the brain, thereby directly augmenting cognitive functioning. This can ameliorate memory, focus, and attentiveness, ultimately influencing an individual's aptitude for acquiring and retaining knowledge. Furthermore, regular exercise can assuage symptoms of despondency and unease, which can prove particularly troublesome during the pursuit of adult education. Moreover, physical activities and exercises can serve as an instructive instrument for mature learners with specific educational requirements. The objective of this endeavor is to ascertain and expound upon the merits of sports, exercise, and physical activity with regards to lifelong learning, encompassing enhanced physical and mental well-being, heightened motivation and engagement, and fortified skill development. Additionally, it seeks to identify and deliberate upon common impediments, such as time constraints, resource limitations, and inadequate access to information or support. Lastly, strategies for fostering lifelong learning within the realm of sports and exercise will be outlined, encompassing the establishment of objectives, proactive information and resource acquisition, and active participation within a community of learners.

I media digitali sono una parte integrante della vita dei giovani, con aspetti positivi ma anche dei rischi associati. È importante affrontare l'uso dei media digitali pedagogicamente, poiché le scuole devono preparare bene gli studenti per la vita in un mondo mediatico. L'educazione ai media potrebbe essere inclusa come parte delle materie tradizionali. Mentre la scienza incontra questa sfida, le discussioni riguardanti l'educazione fisica si concentrano sulla mancanza di esercizio., Digital media is an integral part of young people's daily lives, with positive attributes but also associated risks. It is important to address digital media use in a pedagogical manner, as schools are responsible for adequately preparing students for life in a mediatized world. Media education can be included as part of traditional subjects. However, while science-oriented research openly meets this challenge, discussions regarding physical education tend to focus on the lack of exercise

Physical activity’s method has been analysed and placed in the current educational landscape. The importance of its educational action on the body and mind is also reported in the context of education in general and in the school environment. The primary aim of physical education is to develop all the body and mind skills. Physical education finds its raison d’être in methodological and didactic models that make it possible to introduce sports education and actual sport. The aims of physical education must be part of those of general education and a methodological dialogue must start from these premises: from what is to be achieved through movement and subordinate the choice of the means deemed most suitable for achieving them.

Physical education and sports foster, amplify, and enrich opportunities for experiential learning, while also facilitating interaction and communication with others, enabling expression through diverse means of communication. These disciplines constitute an indispensable component within educational settings, allowing for interdisciplinary encounters in the realm of education. The instruction and acquisition of physical education within educational institutions present a formidable challenge in the contemporary era. Despite the exhaustive endeavors of researchers and scholars to examine the efficacy of diverse instructional methods, harmonizing educational objectives with pedagogical strategies remains a prominent area of investigation. Three fundamental conflicts with the traditional paradigm of multi-activity and sport technique-centered physical education have been identified, encompassing the inclusion of less-skilled students, the employment of brief learning sessions, and the pursuit of unattainable benefits for all student profiles To tackle these concerns, various alternative pedagogical approaches have been explored and this article presents a comprehensive overview of the significance of physical activity and physical education in promoting a well-balanced lifestyle and enriching children's educational experiences. It assesses the efficacy of both traditional teacher-centered and innovative student-centered frameworks in physical education instruction and learning. The article delves into the challenges associated with aligning educational objectives with instructional strategies and provides an extensive survey of models-based practice approaches in physical education, encompassing Sport Education (SE), Cooperative Learning (CL), Teaching Games for Understanding (TGfU), and Teaching for Personal and Social Responsibility (TPSR). The potential advantages and limitations of these pedagogical models in enhancing students' physical education experiences are t

Elderly individuals are adults who are often treated like children and, even worse, as numbers. Physical and mental degeneration is to some extent an inevitable occurrence. The problem that is not yet solved by biology and medicine lies in the acceleration of decay and the severity of certain pathologies. There is a relationship between the health of the elderly and their previous lifestyles, current social conditions, network of emotional relationships, and their personality structure. The organization and culture of society, still shaped by the principles of modernity, are the second major obstacle to the well-being of the elderly. On the one hand, the elderly face difficulties due to the organization of cities, transportation, housing structures, services, and families. On the other hand, the elderly’s condition is hindered by mental images, prejudices, ethical principles, cultural stereotypes, or by a social organization and culture modelled on the healthy, productive, reproductive adult male inserted into a family unit. The aim of this essay is reviewing the literature on AHA (active and healthy ageing), analyse the theoretical models and definitions, explore related normative terms and concepts, and create a comprehensive thematic overview of what constitutes AHA’s dimensions, attributes, antecedents, and consequences.

Physical Education and Sport contribute to the holistic development of individuals, guiding them towards a state of well-being and yielding both physical and psychological benefits. Thus, it is crucial to establish favorable conditions that allow students in schools to dedicate more time to physical activities. Moreover, those entrusted with their guidance should possess the requisite expertise to carry out their responsibilities effectively. In Italy, Renzi's Linea Guida and the project Sport di Classe have been formulated, advocating for the inclusion of a physical education teacher in elementary schools as a specialist in this field. Their role would involve designing programs for prevention, physical health, and sport. Additionally, the Italian National Guidelines (D.P.R. n. 254/2012) are currently in effect, endorsing a comprehensive approach to personal education. Consequently, the discourse surrounding the role of physical education is being revisited, a subject of longstanding debate. The question arises as to whether Physical Education should be regarded solely as a discipline of the body or as a discipline encompassing the entirety of the individual. Furthermore, it is pertinent to consider whether an overarching education of the person should be the objective. Sport not only pursues objectives primarily linked to physical and psychological well-being but also embodies values such as self-respect, respect for opponents, equality, solidarity, racial integration, and peace.

I media digitali costituiscono un aspetto intrinseco della vita quotidiana dei bambini e dei giovani. Nonostante abbiano apportato sviluppi positivi nell'ambito dell'istruzione, rappresentano anche potenziali rischi come l'addiction e l'insufficiente attività fisica. Pertanto, è essenziale adottare un approccio pedagogico nell'utilizzo dei media digitali, in particolare nelle scuole dove gli studenti possono essere adeguatamente preparati per la vita in un mondo digitale. L'integrazione dell'educazione ai media nelle materie tradizionali potrebbe aumentare la motivazione degli studenti. Tuttavia, sebbene la comunità scientifica abbia affrontato apertamente questa sfida, le discussioni nell'ambito dell'educazione fisica tendono a concentrarsi sulla mancanza di esercizio fisico. Nonostante ciò, l'educazione fisica, come materia distintiva ed estetica, svolge un ruolo cruciale nel dibattito sull'uso dei media digitali nell'istruzione.

Con l’introduzione della riforma degli ordinamenti didattici, imperniata sul sistema dei crediti, il tirocinio formativo entra a pieno titolo nel percorso didattico degli studenti come tirocinio curriculare (art. 10 del D.M. 3/11/99 n. 509) . Lo stage rappresenta uno strumento di orientamento di primaria importanza, in quanto offre la possibilità d’integrare le conoscenze acquisite durante il percorso di formazione universitaria con le competenze professionali acquisibili in ambito lavorativo. Questa esperienza riveste un ruolo rilevante, dal momento che sottolinea la funzione della ricorsività permanente tra teoria e pratica, nonché lo sviluppo dei processi di investigazione e azione, considerati i pilastri di base per acquisire competenze professionali qualitativamente adeguate alle esigenze del mercato del lavoro (Di Nuovo, 2005).

BACKGROUND: The aim of this study was to examine the associations between maximal and submaximal neuromuscular field tests, match physical activity levels and biological maturation in youth football players. METHODS: Sixty-four football players from under 14 to under 17 age groups were assessed. Players performed a repeated-sprint ability test, counter movement jump, 10-m, and 30-m sprint test, as well as an assessment of peripheral muscle function following a multi-stage incremental (i.e., four intensity levels) change of direction test (COD). Knee extensors peak-torque (PTmax) and the decrement of torque values (dec) were considered as COD outcomes. Physical match activities were tracked by GPS technology, while rate of perceived exertion (RPE) was assessed using the CR10 Börg Scale. Pearson’s correlations (90% confidence interval) were used to examine the relationships. RESULTS: Small associations were found between field tests and match activities. The relationships increased from small to moderate for some tests when match data with RPE>5 were considered. The largest associations were found between distance covered <-2.5m·s-2 and both COD PTmax and dec when RPE>5. CONCLUSIONS: The results of the present study provide further evidence of a small-to-moderate association between muscular performance and match work-rate in young football players. Although physical and physiological evaluations fail to precisely estimate the quantity of physical activities performed during matches, it is suggested that they can be utilized to monitor the training effect over time in young football players.

Over the past two decades, social media platforms, including Facebook, YouTube, Instagram, Twitter, Pinterest, Snapchat, and TikTok, have experienced a significant proliferation, revolutionizing the sports industry. Athletes, teams, event organizers, and fans have readily embraced these platforms to serve diverse purposes, such as news updates, live coverage, and sales. The continuous evolution of social media companies, introducing novel features like Facebook Live and Instagram Reels, reshapes global content creation, sharing, and consumption. The unique attributes of social media, such as its seamless networking, instant global reach, absence of gatekeeping, and facilitation of collaboration, render it a potent and versatile tool. This essay adopts the definition of social media as "online resources open to the public (e.g., blogs, social networks, content communities, and discussion sites) that people use primarily to share content (e.g., text, photos, audio files, and videos) and engage in multi-way conversations on Internet applications (e.g., Facebook, Twitter, YouTube).

The significance of physical education and social interaction in athletic development is of paramount importance. Physical inactivity can negatively impact the emotional and mental well-being of young individuals. Social media has taken on an increasingly prominent role in promoting physical activity. Personalized intervention through M-health has shown to encourage physical activity, while physical activity itself has been linked to reduced health issues among students, making it a crucial element for overall well-being and development. Mindful utilization of social media cultivates engagement between athletes and coaches, encourages physical activity, and enhances the overall well-being of students and athletes. The extensive examination of social media and interactive technologies in the realm of physical education is well-documented. Interactive training tools have proven effective in motivating students towards physical education and sports.

The objective of this investigation was to gain an understanding of the learning experiences of undergraduate students pursuing exercise and sport science during their fitness professional internship. The study aimed to shed light on various aspects, including the personal development of the interns, the influence of supervision (where an academic supervisor served as a dual professional), and the feedback they received concerning their growth as fitness professionals. To achieve this objective, a cohort of 25 exercise and sport science interns actively participated in a focus group discussion. Through this qualitative approach, the interns' perceptions of the internship experience were explored, leading to the identification of four significant themes. The first theme that emerged from the interns' perspective was a favourable rapport with supervision. They highlighted the importance of having a positive and supportive relationship with their supervisors, which contributed to their overall learning experience. This finding emphasizes the role of effective mentorship in fostering professional growth. The second theme that emerged was a sense of responsibility for their learning. The interns expressed a proactive attitude towards their own education, recognizing the need to take ownership of their learning process and actively seek opportunities for growth. The third theme identified was contentment. The interns reported a high level of satisfaction with their internship experience, indicating that they felt fulfilled and engaged during their time as fitness professionals. This finding underscores the importance of creating an enriching and rewarding environment for interns. The fourth and final theme cantered around the acquisition of professional skills. The interns acknowledged the significant development of their skills and competencies as fitness professionals during the internship. These findings hold insights for both academic and workplace supervisors in the

A noteworthy surge has been observed in the utilization of technology in educational settings for young individuals. It has been acknowledged that the inclusion of technology in physical education teacher education programs constitutes a vital element of effective professional development. As a professional responsibility, it is crucial for physical educators to foster inclusive and equitable learning environments. The challenge of inaccessibility persists across various apps, and educators must take responsibility for identifying and adopting technology practices that support equitable access to the curriculum. This article provides guidance on how to recognize and utilize accessibility features in digital education apps.

Background: The pedagogical paradigm (PP) is a complex framework encompassing various pedagogical elements integral to the instructional and educational process. These paradigms manifest in diverse forms without entirely replacing their precursor frameworks, as they are built upon established principles and concepts. Understanding the architectural structure of each paradigm is crucial in distinguishing these pedagogical models. Purpose: This exposition aims to provide a rationale for the integration of the pedagogical paradigm within the realm of PE. Method: in the literature review, the EBSCO database was utilized via SPORTDiscus. This theoretical review draws upon various scholarly sources, including Taylor and Francis, ERIC, Scopus, Google Scholar These repositories provide a global perspective, with the majority of references selected from the decade leading up to the onset of the pandemic. Result: The literature analysis reveals the intricate nature of pedagogical paradigms and their importance in the field of PE. It underscores the need for instructors to adapt their teaching approaches to meet the specific needs of students based on their age and developmental stage. The integration of the pedagogical paradigm within PE is proposed as a valuable concept to enhance the quality of physical education programs. Conclusion: The incorporation of the PP into the domain of PE holds promise for improving the effectiveness of PE instruction. This review, based on a thorough examination of pertinent literature, highlights the relevance of PP in adapting teaching methodologies to suit the diverse needs of students. While this study does not provide empirical evidence, it lays the theoretical groundwork for future research and practical applications in the field of PE. Further investigations and practical implementations are warranted to assess the feasibility and benefits of incorporating PP within PE instruction.

The incorporation of practical training modules (PTMs) in Sport Sciences (SSs) degree programmes has been a longstanding subject of controversy in the field. Although the inclusion of the practice of physical activity in undergraduate SSs programmes has recommended, the implementation of PTMs varies across different programmes. The central question persists: should physical activity be mandatory for all SSs students? In this article, the case for PTMs in SSs degree programmes is presented. The theoretical objections encompass dualism, materialism, and utilitarian pragmatism, while the practical objections pertain to cost and public perception. Subsequently, the article discusses why these theoretical and practical objections lack persuasive force. Taking an unequivocal stance on this matter, the primary objective is to demonstrate why PTMs should be an integral part of every SSs degree programme, irrespective of concentration or area of emphasis.

Nel vasto universo dell'attività fisica, dello sport e del benessere per gli adulti, la preparazione dei professionisti si rivela un'impresa che richiede un'ardua e profonda conoscenza teorica, tecnica e didattica. Solo coloro che sono in grado di padroneggiare questi aspetti fondamentali possono pianificare e condurre attività motorie che si dimostrino veramente efficaci, capaci di migliorare la salute, il benessere psicofisico e la qualità di vita delle persone. L'analisi dei processi pedagogici, fisiologici, psicologici e sociali che sottendono le attività motorie costituisce il fulcro della teoria dell'attività motoria per gli adulti. Attraverso la lente di questa disciplina, si possono scoprire gli effetti dell'esercizio fisico sul sistema cardiovascolare, respiratorio e muscolo-scheletrico, nonché sull'equilibrio ormonale e sul sistema nervoso centrale. Oltre alla teoria, c'è la tecnica, un elemento imprescindibile per garantire l'incolumità fisica e per ottimizzare i risultati ottenuti attraverso l'attività fisica. E ancora, la didattica dell'attività motoria per gli adulti si fa strada come un elemento cruciale nella progettazione e conduzione di programmi di attività fisica e sportiva. La sua efficacia si fonda sulla comprensione delle caratteristiche, dei bisogni, delle aspettative e delle motivazioni degli adulti, nonché sull'utilizzo di metodologie didattiche mirate, come l'apprendimento cooperativo, basato sui problemi e sulle esperienze. Il testo si rivela un viaggio nel vasto mondo della teoria, della tecnica e della didattica delle attività motorie per gli adulti, svelando come questa conoscenza si riveli fondamentale per il benessere individuale e collettivo.

Sport and physical exercise are vital components of preventive measures against illnesses, promoting well-being and a high quality of life within communities. To achieve these goals, educational actions through sports practise must be implemented, considering the unique characteristics and needs of the participants. Understanding the true nature of the sports educational process requires in-depth investigation, leading to interventions that incorporate knowledge and techniques from the sports sciences. As a result, nurturing research competencies among sports professionals within their educational paths becomes crucial. This study reflects on recent methodological approaches in educational-sports research and their potential in the academic settings of Sports and Exercise Sciences degree courses. One approach that stands out is Mixed Methods Research, which combines qualitative and quantitative methods to gain a comprehensive understanding of complex phenomena in sports education. By utilising both types of data, researchers can explore the nuances of participants' experiences and gather statistical evidence to support their findings. This integrative approach allows for a more holistic analysis, strengthening the credibility and reliability of the research outcomes. Moreover, the inclusion of critical-reflexive components in educational-sports research adds depth and context to the findings. By encouraging researchers to critically examine their assumptions, biases, and positionality, this approach acknowledges the influence of personal perspectives on the research process and outcomes. It fosters a more self-aware and accountable approach to research, promoting transparency and authenticity in reporting results. The academic contexts of Sports and Exercise Sciences degree courses offer fertile ground for fostering research competencies among aspiring sports professionals. Incorporating research-oriented modules, seminars, and workshops into the curriculum can prov

La configurazione della società moderna rende sempre più attuali i problemi connessi alla pratica di un regolare esercizio fisico. Parallelamente si pone la questione dell’insegnamento delle moderne forme di movimento che catalizzano l’attenzione e l’interesse di milioni di persone in Italia e in tutto il mondo, che si rivolgono alle strutture pubbliche e private che offrono servizi per l’attività motoria, da quelle più tradizionali a quelle più moderne. Luoghi dove non si fa più opera di promozione e animazione motoria o sportiva, ma vera e propria opera di formazione ed educazione. Luoghi che coinvolgono i bambini, gli adulti in varie fasce di età, gli anziani e, da ormai diversi anni, persone con patologie croniche stabilizzate che con l’esercizio fisico e una blanda attività sportiva riescono a mantenere e migliorare il proprio stato di salute. Gli istruttori e i personal trainer, le principali figure professionali presenti in questi contesti, rappresentano il punto di contatto tra gli ambienti dove tali attività sono proposte e le persone che le praticano. Dato l’aspetto preventivo dell’esercizio fisico, la stretta connessione con lo stato di salute, l’aumento dei praticanti in età adulta e anziana con patologie cronicizzate e delle innumerevoli prospettive professionali, diventa sempre più importante coniugare le conoscenze accademiche delle scienze motorie e sportive con le competenze necessarie per chi, in tali ambienti, ha poi la responsabilità di educare al corretto movimento e, di fatto, d’insegnare come farlo. Il tirocinio curricolare universitario rappresenta la fase di passaggio tra la formazione e l’attività lavorativa. Vengono presentati i dati degli stage curricolari attivati dagli studenti del corso di laurea L-22 all’Università Cattolica del Sacro Cuore di Milano, The shape of modern society makes the problems associated with regular exercise increasingly topical. At the same time, there is the question of teaching modern forms of movement that attract the attention and interest of millions of people in Italy and throughout the world, who turn to public and private facilities offering services for motor activity, from the most traditional to the most modern. These are places where the work is no longer one of motor or sports activities promotion, but one of training and education. Places that involve children, adults in various age groups, the elderly and, for several years now, people with stabilised chronic diseases who manage to maintain and improve their state of health through physical exercise and gentle sporting activity. The main professional figures present in these contexts, as instructors and personal trainers, represent the point of contact between the environments where these activities are offered and the people who practice them. Given the preventive aspect of physical exercise, the close connection with health status, the increase in the number of adult and elderly practitioners with chronic illnesses, and the countless professional prospects, it is becoming increasingly important to combine the academic knowledge of exercise and sports sciences with the skills needed by those who, in these environments, are then responsible for educating on proper movement and, indeed, teaching how to do it. The curricular university internship is the transition phase between education and employment. This essay presents data on curricular internships undertaken by students on the L-22 degree course at the Università Cattolica del Sacro Cuore in Milan.

Problem statement. One of the many problems that learning to serve in volleyball may require is an ineffective eye-hand coordination. In the school environment, two approaches are used to train this fundamental: cognitive and dynamic ecological. The objective of the study is to verify if a mixed approach is used, high school students will be able to improve the expectation of the service more than the other two types of approaches most used in schools. Methods. The sample is made up of 45 3rd high school students (average age of 16 years ± 2.99). All students will be divided into three groups of 15 students each: the experimental group will train with a mixed approach; the control group 1 will perform a program based on the ecological-dynamic approach and the control group 2 will train following the logic of the cognitive approach. All the groups performed a manual eye coordination test and a one-way anova was performed to verify the improvements between groups and subsequently the Post Hoc Bonferroni. Results. The result is statistically significant (p < .05). All the groups had an improvement in coordination but, from the post hoc, it is noted that the experimental group had clearly superior improvements to the other two groups. Conclusion. The mixed group proved to be an effective method to improve manual eye coordination in the volleyball serve as the relationship and fun were placed at the centre, which, combined with the practice of the gesture, made the students more motivated to learn.

Problem statement. Ageing consists of gradual deterioration of the organism and concerns changes that occurs over time to detriment of functions and structures at the level of organs, cells and systems, with consequent difficulty in dealing with the multiple environmental factors. Physical activity is the most effective way to counteract a sedentary lifestyle and other risk factors. The aim of the study was to investigate perceptions, knowledge and propensities towards physical activity by people over 50. Methods. The present study was designed to describe the characteristics of people aged between 50 and 80+, residing in the province of Salerno. A survey was prepared with Google Forms and administered to the participants by sharing it on WhatsApp. It is consisting of 12 items and aimed at knowledge and perceptions of the importance of physical activity in relation to the second (last), third and fourth age groups. Descriptive statistics were used to express the participants' responses as a percentage. Chi square or Fisher exact test were used as a statistical tool to analyse perceptions on the physical activity. Results. Most of respondents did not practice physical activity (54.4%) mainly because they did not feel like it (43.2%). About 70.3% of the total would accept a personalized training program based on needs to improve their physical condition (82.2%). No significant associations were found (p > .05). Conclusion. The results of the present study showed us that only half of the elderly were physically active. For this reason, it was necessary to intervene with careful information, work regarding the benefits of sports and encouraging coaches and instructors to propose courses of adapted physical activity.

I tre volumi La responsabilità della pedagogia nelle trasformazioni dei rapporti sociali. Storia, linee di ricerca e prospettive raccolgono gli atti del Congresso nazionale Siped svoltosi on-line il 14, 15 e 16 gennaio 2021, a chiusura del triennio della presidenza di Simonetta Polenghi, organizzato con l’apporto del Dipartimento di Pedagogia dell’Università Cattolica del Sacro Cuore di Milano. I tre volumi della sessione plenaria, delle sessioni parallele e delle sessioni junior raccolgono 227 saggi. In essi, la pedagogia accademica italiana si interroga sulle responsabilità della pedagogia nelle trasformazioni dei rapporti sociali, da ricercare nelle radici storiche, per arrivare alle prospettive presenti e alle indicazioni per il futuro, per tendere verso una società più giusta, più inclusiva, più rispettosa delle diversità e delle capacità dei singoli

I tre volumi La responsabilità della pedagogia nelle trasformazioni dei rapporti sociali. Storia, linee di ricerca e prospettive raccolgono gli atti del Congresso nazionale Siped svoltosi on-line il 14, 15 e 16 gennaio 2021, a chiusura del triennio della presidenza di Simonetta Polenghi, organizzato con l’apporto del Dipartimento di Pedagogia dell’Università Cattolica del Sacro Cuore di Milano. I tre volumi della sessione plenaria, delle sessioni parallele e delle sessioni junior raccolgono 227 saggi. In essi, la pedagogia accademica italiana si interroga sulle responsabilità della pedagogia nelle trasformazioni dei rapporti sociali, da ricercare nelle radici storiche, per arrivare alle prospettive presenti e alle indicazioni per il futuro, per tendere verso una società più giusta, più inclusiva, più rispettosa delle diversità e delle capacità dei singoli.

Nessun ciclo di studi può offrire una formazione completa e definitiva. Anche nella professione di chi si occupa di attività motoria e sportiva è così. L’apprendimento avviene per tutto l’arco della vita. Nonostante la recente presa di posizione da parte del legislatore (si veda d. lgs. 28 febbraio 2021, n. 36 “Attuazione dell’articolo 5 legge 8 agosto 2019, n. 86) quali sono gli indicatori di conoscenza, competenza e abilità che rendono affidabile un personal trainer? In un lavoro del 1999, Rupp et al., riportano che nelle palestre un corso di formazione o di certificazione, garantisce che l’istruttore ha completato un percorso di formazione professionale. In Italia, al momento, non ci sono indicazioni che possano fornire quali siano gli standard didattici, nei metodi e nei contenuti, per corsi di questo tipo. Inoltre esiste una sovrabbondanza di associazioni che affermano che solo i loro corsi certificano la conoscenza, le abilità e le competenze che sono essenziali per lavorare come insegnanti per il fitness. La Marca (in Zanniello, 2008), riferendosi al ruolo dei maestri, così come a quello di qualsiasi educatore o formatore, evidenzia come la professionalità può avvenire solo in contesti in cui il soggetto è direttamente o indirettamente coinvolto. Nello specifico, Thomas et al. (1993) riportano che il vasto apprendimento non formale nel professionista della salute e fitness non si traduce necessariamente in un professionista competente e capace. Solo il 39% delle persone intervistate, inoltre, aveva un titolo di studio universitario attinente alle scienze dell’esercizio fisico. Alla compilazione di un questionario con domande inerenti gli aspetti nutrizionali, la fisiologia e la programmazione dell’esercizio, chi aveva conseguito una delle due certificazione internazionali più accreditate, quella dell’ACSM (American College of Sports Medicine) o quella della NSCA (National Strenght and Conditioning Research) e chi aveva un percorso formativo univers

I tre volumi La responsabilità della pedagogia nelle trasformazioni dei rapporti sociali. Storia, linee di ricerca e prospettive raccolgono gli atti del Congresso nazionale Siped svoltosi on-line il 14, 15 e 16 gennaio 2021, a chiusura del triennio della presidenza di Simonetta Polenghi, organizzato con l’apporto del Dipartimento di Pedagogia dell’Università Cattolica del Sacro Cuore di Milano. I tre volumi della sessione plenaria, delle sessioni parallele e delle sessioni junior raccolgono 227 saggi. In essi, la pedagogia accademica italiana si interroga sulle responsabilità della pedagogia nelle trasformazioni dei rapporti sociali, da ricercare nelle radici storiche, per arrivare alle prospettive presenti e alle indicazioni per il futuro, per tendere verso una società più giusta, più inclusiva, più rispettosa delle diversità e delle capacità dei singoli.

Background: In today's technological society, children are exposed to electronic devices from an early age. During the Italian national lockdown from 8th March to 3rd May 2020 (56 days) in response to Covid-19, screen time increased significantly due to people’s confinement at home and their consequent inability to physically interact with others. Virtual communication has provided some compensation to the problem of social distancing but at the same time, it has increased the amount of daily time both adults and children spend in sedentary activities, in contradiction to the daily movement and physical activity targets prescribed in the WHO guidelines. This preliminary research has investigated whether the highly sedentary lifestyle induced by the Covid-19 lockdown, combined with an increase in screen time, affected the sleep and Body Mass Index (BMI) of children aged 0-6 years. Methods: An anonymous questionnaire containing 32 questions was sent by e-mail to parents of children aged 0-6 years. Where parents had more than one child, they were asked to fill in a form for each child. Results: Considering all the study subjects (n=125), there was no significant relationship between screen time and BMI in children aged 0-6 years (r=0.09) and between screen time and hours of sleep (r=-0.03). Conclusions: Despite the fact that during the period of health emergency the lockdown reduced the opportunities for movement and the physical activity prescribed by the WHO guidelines, no significant changes were found in the relationships between screen time and hours of sleep and between screen time and BMI. The high percentage of children with habits that conflict with those suggested by the WHO guidelines, both in terms of sleep and screen time, suggests that there is a need to increase parental awareness of the importance of the WHO health recommendations. It is important to attempt to subvert the constant demands of children to spend many hours sitting in front of a screen, by

An innovative moderate-intensity resistive exercise-training (RT) program was tested in thirty-five sarcopenic elders (SAR). The subjects were randomized into two groups: SAR training (SAR-RT), n = 20, 73.0 5.5 years, or SAR non-training (SAR-NT), n = 15, 71.7 3.4 years. The training consisted of 12-week progressive RT, thrice/week, at 60% one-repetition maximum (1RM), 3 sets, 14–16 repetitions for both upper and lower limbs. The pre and post intervention measurements included: the skeletal muscle index (SMI%); strength (1RM); stair-climbing power (SCP); muscle thickness (MT) of vastus lateralis (VL) and elbow flexors (EF), VL pennation angle (PA), rectus femoris (RF) anatomical cross-sectional area (ACSA); reactive oxygen species (ROS), total antioxidant capacity (TAC), protein carbonyls (PC), thiobarbituric acid-reactive substances (TBARS), 8-isoprostane (8-iso-PGF2-), 8-OH-2-deoxyguanosine (8-OH-dG), as markers of oxidative stress/damage (OxS). In SAR-RT, SCP increased by 7.7% (P < 0.01), MT increased by 5.5% for VL, 10.4% for EF and PA increased by 13.4% for VL (P < 0.001 for all). The RF ACSA increased by 14.5% (P < 0.001). 1RM significantly increased by at least 67% for all muscles tested. Notably muscle strength (1RM) positively correlated (P < 0.001) with TAC and negatively with PC (P < 0.001). In conclusion, moderate intensity RT is an eective strategy to increase muscle mass and strength in SAR, while minimizing OxS.

La metodologia dell’attività motoria viene presa in considerazione e collocata nel panorama educativo attuale. L’importanza della sua azione educativa sul corpo e sulla mente viene riportata inoltre nel contesto dell’educazione in generale e nell’ambito scolastico. L’educazione motoria si pone lo scopo primario di sviluppare tutte le funzioni della persona intesa in tutte le componenti che la costituiscono. L’educazione fisica trova la sua ragion d’essere in modelli metodologici e didattici che rendono possibile l’introduzione all’educazione sportiva ed allo sport vero e proprio. I fini dell’educazione motoria devono rientrare in quelli dell’educazione generale e un discorso metodologico deve partire da queste premesse, da cosa s’intende realizzare attraverso il movimento e subordinare la scelta dei mezzi ritenuti più idonei per realizzarli., The methodology of physical activities are taken into account and are situated in the contemporary educational horizon. Its importance in the educational acting on both the body and the mind is described in the general educational context and in the school context as well. Physical education has its primary scope in developing all the functions of the person considered in all the components that constitutes the self-same person. Physical education has its reason of existing in methodological and teaching models that make possible the introduction to sport education and to actual sport. The goals of physical education have to be included in general education and a methodological discourse has to be based upon these premises, that is what is to be effected by means of movement and basing upon this choosing the means considered more suitable to fulfil them.