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Sidentop (1998) argued that an adequate and effective learning process in Sport Education[1] should lead to the development of competent, aware, and enthusiastic student-athletes[2]. In short, this means that boys and girls should learn to compete with fairness, respect the rules and their opponents, and become enthusiastic ambassadors of sports participation. However, over the past two decades, there has been considerable evidence highlighting the limited educational and developmental impact of sport education on young adolescents. Several factors have contributed to this situation. For example, access to quality sport education is not always equitable, as socio-economic and geographical factors often limit the opportunity for only a minority of young people to participate in sports activities within an appropriate educational framework. One of the main issues in inadequate sports environments is the excessive emphasis on competition, even in the early stages of sports participation, which typically occurs during pre-adolescence. This leads to the development of a results-driven culture that places significant performance pressure on young student-athletes. Unfortunately, this approach to sport education tends to overshadow almost entirely the physical, psychomotor, and social benefits associated with quality sports practice. In addition, numerous scientific studies have also linked this approach to the teaching of sport education in schools (Kirk, 2009; Quennerstedt, 2019; Cereda, 2023). The natural consequence of this scenario is the development of limited interest in sports among those who have not yet developed or consolidated a competitive attitude and skills. As a result, there are increasing levels of early dropout from sports, a phenomenon that is becoming more widespread among many boys and girls (Back et al., 2022). Dropping out of sports during youth has negative effects on the development of basic skills and competencies (Kolunsarka et al., 2025) and leads to significant challenges in adopting an active lifestyle throughout their lifespan. Unfortunately, as with many other aspects of sports practice (e.g., access to sports disciplines, sports clothing), gender differences are also evident in this case, with girls being disproportionately more affected than boys. Last but not least, the negative effects of this phenomenon affect physical and mental health of school-age boys and girls. For instance, levels of physical activity among adolescents are steadily declining, with both the frequency and types of activities, as highlighted by national and international monitoring systems, falling far below the standards recommended by the World Health Organization. On a social level, the absence of quality sport education unfortunately contributes to the adoption of inappropriate behavioral patterns (e.g., bullying) and the glorification of negative aspects associated with sports, such as stadium violence and match-fixing, which are entirely contrary to the virtuous process Sidentop envisioned through an adequate educational process. Therefore, it is clear that we must rethink the educational model linked to sports practice to promote harmonious and healthy development for young people, ensuring inclusivity and enabling everyone to fully benefit from sports participation. On September 20, 2023, the Italian Parliament approved an amendment to Article 33 of the Italian Constitution, introducing the following reference to the practice of sports: “The Republic recognizes the educational, social, and psychological well-being value of sports activities in all their forms.” This amendment has definitively established the right to sports in Italy, acknowledging the educational and social role of sports practice, which unequivocally goes beyond its more commonly recognized, established, and often negative performance-oriented perspective. The potential impact of what is now enshrined in the Constitution is significant, provided that all institutions and communities of practice involved in the sport participation context can translate this normative event into effective actions. This includes, for example, promoting sport education that emphasizes fun and inclusion within youth sports as positive factors for personal growth. Therefore, learning environments and educational programs should be developed to align the psychological and social dynamics of adolescents participating in sports competitions with trajectories of growth and development. In the opinion of the author, it is essential that physical education teachers and youth coaches receive adequate training and updates in both developing appropriate training and educational programs and in recognizing signs of stress and burnout preventively to avoid dropout. It is also important to support gender equality by promoting female participation in all sports and creating equitable learning and competition environments in terms of both gender and skill levels. Thus, if we interpret what has been established by Parliament as a starting point rather than an endpoint, it is essential for the Italian academic community—especially those focused on sports education—to direct their scientific interest specifically toward the threefold perspective recognized in sports activities: the educational, the social, and the promotion of individual well-being. Researchers and scholars in the fields of motor and sports education can indeed support this new perspective on sports practice through their research experiences and the increasingly significant third-mission activities they are called to undertake in their academic work. Building on these premises, this special issue of the section dedicated to Physical Education and Sports in the European Journal of Research on Education and Teaching (i.e., Formazione & insegnamento) aims to provide a space for analyzing the current scientific and institutional context, discussing educational and training intervention models, sharing best practices, and presenting empirical studies primarily focused on the three main areas introduced by the amendment to Article 33. The response from the Italian community focused primarily on physical education and sport pedagogy has been authoritative in terms of authorship. It is widespread at the national level, high in quality regarding content, and extensive in quantity, as confirmed by the 22 manuscripts that successfully passed the peer review process. As hoped, these contributions are strongly centered on the amendment to Article 33 of the Constitution and the key elements for the development of sports practice in Italy. Overall, the manuscripts cover four different themes. A primary focus of the authors’ work is the relationships and regulatory implications arising from the constitutional amendment. Specifically, two contributions discuss the impact of this measure on communities of practice and the intervention strategies that the government and all relevant stakeholders will need to implement to comply with the new constitutional requirements (Casolo & Coco, 2024; Lovecchio, 2024). Castaldo and Mango (2024), in contrast, examine potential regional challenges in applying Article 33 of the Constitution, with particular attention to the so-called “Southern Question”. In terms of regulatory implications, Di Domenico (2024) emphasized the relationship between the amendment to Article 33 and the competencies associated with the professional profiles of Kinesiologists. A second thematic focus of this special issue concerns the educational value attributed to sports participation. Maietta and Martiniello (2024) reflect on the educational significance of sports within training processes, offering readers a series of analyses that underscore the crucial role of sports in the development of individuals and communities. The same authors also introduce the topic of Dual Career, referring to educational process designed for student who are also high-level athletes. Monacis (2024) presented a Dual Career model based on the results of an orientation and tutoring project developed in Puglia, involving a sample of over 100 students from the province of Lecce. The contributions by Annoscia and colleagues (2024), Di Palma and Tafuri (2024), and Quinto and colleagues (2024) focus on teaching models for sports education in school contexts. The manuscript by Annoscia et al. (2024) explores the relationship between sports practice and physical literacy, highlighting this connection as a foundational element of the Long-Term Athlete Development model. Di Palma and Tafuri (2024) present the results of an action research project that employed the Sport Education model, introduced by Sidentop, to promote discipline among students. Quinto et al. (2024), meanwhile, report on a learning program developed using the Tactical Games Model, aimed at enhancing motor skills and tactical awareness related to net games in primary schools. Valentini and Sbarbati (2024) offer a systematic review of the literature on the integrated use of physical education and mathematics as an intervention strategy to promote games and sport practice and the development of decision-making processes in educational context. Finally, Pascali and Colella (2024) address the topic of sports for students with disabilities, emphasizing the strategic value of sports practice in fostering authentic and educationally inclusive environments The third thematic focus of this special issue relates to the social value of sports participation. Giuriato (2024) compared three different models of social development through sports (i.e., Italy, Finland, and Brazil), emphasizing the importance of a holistic educational approach in promoting national social well-being through sports. Invernizzi and colleagues (2024) addressed the training of teachers and coaches, highlighting it as a fundamental prerequisite for supporting multi-sport learning process that foster sustainable sports education. Sangalli and Borgogni (2024) presented preliminary results from a study on social distress among young adolescents, demonstrating the positive impact sports practice can have on boys and girls at risk of social marginalization. Ceruso (2024), meanwhile, examined the impact of e-sports on the new generation of adolescents, underscoring the popularity of this “alternative” form of sports practice and the need for intervention by government institutions, educational bodies, and industry stakeholders to ensure these environments uphold key values such as integrity, fairness, and privacy The fourth and final thematic focus of this special issue centers on the promotion of psychological and physical well-being through sports participation. The manuscripts addressing this theme span two contexts: the school environment and extracurricular sports. Pignato (2024) emphasized the strategic value of physical literacy as a key component in an educational process that supports psychological and physical well-being throughout life. Greco and colleagues (2024) presented the results of an empirical study which addressed the different effects of the same games-based protocols delivered in indoor and outdoor settings, highlighting the greater positive impact of the outdoor environment across all indicators considered. Feresin et al. (2024) investigated the relationship between mental well-being and sports practice among university students, focusing on gender differences revealed by a questionnaire. In the extracurricular context, Sannicandro (2024) underscored the value of innovative approaches to youth training, such as the ecological-dynamic approach, in developing football initiation programs that move beyond the excessive technicality often found in these settings. Mollame et al. (2024) conducted a similar study in which the training protocol was based on the Tactical Games Model, with results supporting its applicability for the multidimensional development (physical and cognitive) of young footballers. Altavilla (2024) analyzed the scientific literature to outline the physical determinants in the performance models of athletes in basketball, football, and volleyball. Finally, Coppola et al. (2024) reviewed the training methods used in youth volleyball, identifying strengths and weaknesses that emerged in the studies they analyzed. [1] In this document, sport education refers to the educational activities provided by schools through physical education and offered in settings aimed at introducing young people to sports, such as the youth sectors of sports clubs. [2] Young people and adolescents of school age involved in sport education programs in both school and extracurricular contexts, such as amateur or organized sports.

The study aimed to assess the efficacy of two physical education approaches, Traditional Teaching (TT) and Tactical Games Model (TGM), on some fourth-grade classes over a 13-weeks period. Using the Game Performance Assessment Instrument (GPAI), indices of tactical awareness and game play skills were measured. Data were collected at two intervals: pre and post intervention. The mixed ANOVA analysis revealed that, prior to the administration of the protocols, the skill levels between the TT and TGM classes were largely comparable. However, following the intervention, the TGM classes demonstrated superior performance in some indices of the GPAI compared to the TT classes. Within-subject analysis indicated no improvement in tactical awareness and gameplay skills for the TT classes over time. In contrast, the TGM classes exhibited significant improvement from pre to post test in some indices. These findings substantiate the efficacy of the Tactical Games Model (TGM) in significantly enhancing students’ performance, particularly in terms of tactical awareness and gameplay skills, when compared to conventional pedagogical approach, thereby highlighting the potential of TGM to foster a deeper understanding of game dynamics and improve overall physical education outcomes.

Background: The Physical Self has been defined as the set of perceptual, descriptive, and evaluative aspects that each person uses to describe his or her physical domains. The Revised Physical Self-Perception Profile questionnaire (PSPP-R) is a self-reported measure of physical self-concept domains, including a Perceived Importance Profile questionnaire that assesses the subjective importance assigned to physical domains. Although the PSPP-R has been validated in several countries, it has not been validated in the Italian context. The present study aimed to test the psychometric properties of the Italian version of the PSPP-R with the PIP in order to provide, for the Italian context, a comprehensive instrument for understanding the development of the Physical Self and global self-esteem dimensions. Methods: The factor structure, internal consistency, temporal stability, and criterion validity of the Italian version of the PSPP-R were examined in two independent samples of Italian students (n = 911; 348 males and 563 females) aged 15–20 years attending secondary school. Results: The results demonstrated the validity and reliability of the Italian version of the PSPP-R, as well as its hierarchical structures. Conclusions: In psychological and educational settings, the Italian version of the PSPP-R can be used to examine the physical self-concept of Italian adolescents and young adults, allowing for the exploration of the interplay of competence and importance in physical domains.

Physical fitness (PF) has been identified as a critical health marker in youth and is significantly influenced by environmental factors, such as the specificity of training involved in different sports. This study investigated PF differences among young athletes who participated in water polo and volleyball to understand how different training programs and environments impact physical development. A sample of 98 youth athletes, including 46 water polo players (46% female; mean age: 13.07 ± 2.27 years) and 52 volleyball players (100% female; mean age: 13.80 ± 1.86 years) was assessed using Handgrip (HG), Standing Long Jump (SLJ), and Progressive Aerobic Cardiovascular Endurance Run (PACER) tests. Results were normalized against European percentile reference values and analyzed using the Mann–Whitney U test. The PACER test revealed a significant difference (U = 639, p < 0.001, r = −0.466), with water polo athletes exhibiting superior cardiorespiratory fitness compared to volleyball players. The HG test also showed significant differences (U = 1571, p = 0.007, r = 0.314), indicating greater grip strength in volleyball players. No significant difference was observed in the SLJ test. These findings underscore the importance of sport-specific training in youth athletes, but also the importance of well-rounded physical development training for all youth sports. Results suggest that practicing different sports that involve different training and environments is significantly associated with certain aspects of PF components. This awareness can guide grassroots coaches and trainers towards effective and balanced training strategies to promote performance and long-term health.

Scapular dyskinesia, glenohumeral internal rotation deficit, upper posterior labral anterior tears, and rotator cuff injuries are common in athletes who play “overhead” sports due to their repetitive excessive movements. The aims of this study are to propose a new protocol with kinematic analysis coupled with sEMG and to objectively analyze the effect of a specific prevention exercise protocol. Thirty-two subjects (age: 22 ± 4 years, height: 183 ± 3.2 cm, BMI: 23 ± 0.96 kg/m2), including sixteen healthy subjects (Group A) and sixteen male water polo athletes (Group B), underwent a three-dimensional motion analysis based on optoelectronic and sEMG systems. A functional evaluation was performed on Group A and Group B to assess the reliability of the operator-dependent tasks and collect a series of normative data, before starting the prevention protocol (T0) and after 8 weeks (T1). The athletes performed a specific exercise protocol to prevent shoulder injuries. In Group B, the movements of abduction (T0: 111° ± 24°; T1: 140° ± 13°) and extension (T0: 72°± 10°; T1: 84° ± 2.8°) of the glenohumeral joint and the scapulothoracic joint (T0: 33° ± 8.36°; T1: 40.5° ± 10.6°) significantly improved. A significant reduction (in %) in the maximum voluntary contraction (MCV) at T1 of the upper trapezius, teres minor, and pectoralis major was observed. This protocol provides objective data in a simple and reliable way for the functional assessment of the shoulder in water polo players during the sport season.

This study aimed to assess which multidimensional performance indexes were the best predictors of talent identification in volleyball. Fifty-five female players (age: 13.8 ± 1.81 years; mass: 55.12 ± 8.12 kg; height: 158.23 ± 7.62 cm) were clustered into two groups according to some physical characteristics (i.e., the first group included players with more favorable performance predictors). Musculoskeletal Fitness (MSF), Functional Motor Competence (FMC), and Declarative Tactical Knowledge (DTK) were measured as multidimensional indexes of performance. Moderate-to-large differences between groups were found for each index in favor of the first group. Regression analyses were performed to examine the variance explained by MSF, FMC, and DTK in the two groups. A model with FMC components explained slightly more variance in the group predictor variables (R2 = 0.53) than a model using only MSF components (R2 = 0.45). Among FMC components, the score of the Throw-and-Catch test resulted in the best predictor (Odds Ratio = 1.58) for determining group selection, followed by the score of the Supine-to-Stand-and-Go test (Odds Ratio = 0.02). An additional model composed by MSF and FMC significant predictors (i.e., functional fitness index) and DTK explained 63% of the variance (R2 = 0.63), and these were significant predictors of group membership (Odds Ratio = 6.32 and Odds Ratio = 1.51, respectively). A more comprehensive multidimensional analysis of youth performances is warranted to identify and monitor the best players in a youth volleyball context.

Teaching physical education not only enables children to develop motor skills and abilities but also has an impact on other domains of learning such as the affective domain. This study is aimed to analyze the effects of two different teaching approaches on the affective domain of learning in primary school pupils. The participants involved were divided into two groups: Teaching skill group and Teaching games group. The level of enjoyment was evaluated by administering the PACES questionnaire (pre-post-repost evaluation). The results show that the TGM group had a more positive trend in enjoyment levels than the TS group. Furthermore, by carrying out an analysis by gender it was seen that the pupils of the TGM group show greater development on the positive scale of the questionnaire. It is essential that teachers in their teaching planning also focus on the affective domain as it is preventive towards abandoning the motor-sport practice.

Situational analysis and decision-making represent key elements of elite sports performances, but few studies have investigated which player’s skills related to these aspects are relevant in elite handballers. The aim of this study was to address differences among handballers belonging to two tiers in processing situational probabilities information related to offensive and defensive situations. A total of 38 handballers (male = 22, female = 16, age: 25.6 ± 6.5 years, first-tier = 11, second-tier = 27) saw videos about different offensive and defensive actions. According to the temporal occlusion paradigm, each handballer provided a response about the best action a selected player had to perform according to the game’s context. The time, accuracy, and technical correctness of each player’s response were assessed. MANOVA revealed moderate-to-high skills differences between first- and second-tier players. First-tier players provided higher scores in response time and accuracy; they also obtained higher technical correctness scores in the most complex situation. The members of the first tier seemed to mainly depend on the accuracy of responses, even if the technical correctness also resulted in a predictor in the most complex situation. Playing in the best tier seems to require the development of very good skills related to processing situational probability information; therefore, training these elements seems to be necessary for determining the differences among elite handballers.

Negli ultimi 20 anni la formazione universitaria delle Scienze motorie e sportive ha vissuto di un periodo di riforme che hanno avviato un percorso di al-lineamento del sistema universitario italiano alle politiche europee di formazione superiore. Dai vecchi ISEF, attivati con legge del 7 febbraio 1958, sono nati i Corsi di Laurea in Scienze motorie e sportive di durata quadriennale (D. Lgs. n. 178/98). A seguire, in applicazione della riforma dell’università italiana attuata con il D.M. 509 nel 1999, i corsi di laurea in Scienze motorie e sportive hanno assunto la configurazione 3+2, che prevede una laurea di I° livello, di durata triennale, ed una di II livello, specialistica, di durata biennale. In ultimo, con il D.M. 270/04 è stato attivato l’attuale quadro ordinamentale che prevede una classe di laurea di I livello aspecifica L 22 “Scienze motorie e sportive” e tre lauree magistrali così denominate: LM-67 “Scienze e tecniche delle attività motorie preventive e adattate, e LM-68 “Scienze e tecniche dello sport”. LM-47 “Organizzazione e gestione dei servizi per lo sport e le attività motorie”. Nell’ambito di questo quadro normativo, lo scopo di questo lavoro è di duplice natura: in primis effettuare una ricognizione dello stato dell’arte, in termini di coerenza, tra le tabelle di classe degli attuali corsi di laurea L22, LM47, LM67 e LM68 e le relative e distinte implementazioni nei diversi corsi attivati negli Atenei italiani; in seconda battuta formulare indicazioni puntuali su conoscenze, competenze e abilità di base necessari per lo sviluppo di core curriculum effettivamente rispondenti alle attuali prospettive del mercato del lavoro attualmente regolamentato dal D.L. 28 Febbraio 2021, n.36

L’educazione sportiva è uno degli obiettivi formativi dell’Educazione Fisica nella scuola primaria. Tuttavia, è ben noto il limitatissimo impatto che questa assume realmente nella formazione complessiva delle attuali generazioni di studenti, con effetti negativi su diverse sfere dello sviluppo, in senso olistico, della persona. In questo contributo, dopo aver descritto il contesto di riferimento e dopo aver esaminato possibili cause e concause dei limitati significativi formativi associati all’educazione sportiva nella scuola primaria, si discute criticamente di una metodologia di insegnamento funzionale al superamento delle predette criticità e si descrivono le relative evidenze già emerse nella letteratura scientifica, anche facendo riferimento alla relazione tra questa metodologia e la formazione degli insegnanti. Le analisi formulate vogliono significare spunti di riflessione sia per l’operato dei docenti attuali e futuri di Educazione Fisica nella scuola primaria che per chi si occupa della progettazione dei percorsi formativi degli insegnanti della suddetta disciplina.

La valutazione delle abilità motorie fondamentali nelle fasi centrali dello sviluppo di ogni essere umano rappresenta un tema di assoluto interesse nelle rispettive comunità di pratica e, più in generale, nel dibattito scientifico internazionale. È stato ampiamente dimostrato, infatti, come un adeguato livello di sviluppo motorio acquisito in età giovanile sia associato a diversi indicatori di benessere psico-fisico apprezzabili lungo tutto l’arco della vita. Allo stesso tempo, è ben supportata dalla letteratura la relazione che vi è tra i livelli di sviluppo motorio e l’attitudine di un ragazzo alla pratica di attività sportiva. Tuttavia, mentre sono numerosi, e ben documentati, i metodi e gli strumenti dedicati alla valutazione delle abilità motorie discrete, l’attenzione verso le abilità motorie complesse richieste nei giochi sportivi di squadra è meno elevata. Di contro, nei contesti educativi i giochi sportivi di squadra sono ampiamente utilizzati come elementi di base delle unità di apprendimento proposte in educazione fisica e, pertanto, devono essere sottoposti a processi di valutazione. Con riferimento a questo contesto, il presente contributo affronta il composito ed articolato tema della valutazione degli apprendimenti legati a sessioni formative basate sul gioco-sport attraverso una breve analisi della problematica dal punto di vista delle comunità di pratica e la descrizione di metodi autentici di assessment per il dominio psico-motorio interessato dallo specifico processo di insegnamento- apprendimento.

Il lavoro presenta una revisione sistematica della letteratura sull’utilizzo di tecnologie digitali a supporto della valutazione del movimento nei contesti educativi. Complessivamente sono stati individuati, dopo opportuno processo di screening, 12 contributi scientifici in accordo con lo scopo di questa revisione. Dai risultati emerge che le tecnologie utilizzate si possono suddividere in tre categorie: video riprese, sensori indossabili ed exergames. Dall’analisi risulta come il loro utilizzo, pur essendo ancora limitato in estensione, sembri fornire validità, oggettività e affidabilità alla valutazione delle abilità motorie fondamentali e delle abilità sportive. Inoltre, il supporto tecnologico può permettere la stima dei relativi livelli di sviluppo, favorendo l’adozione di programmi di insegnamento adattati alle caratteristiche di ogni alunno e/o gruppo classe.

L’interesse della ricerca scientifica nelle attività motorie e sportive, anche in ambito educativo e in contesti di inclusione, è notoriamente cresciuto nell’ultimo ventennio e con esso sono aumentate le criticità di natura metodologica ed etica con cui i ricercatori devono confrontarsi nelle loro attività. In questo contributo si vuole offrire un’analisi delle principali criticità che devono superare i ricercatori coinvolti in studi non specificatamente di tipo clinico o medico e, pertanto, solo parzialmente ricadenti nelle indicazioni fornite nella Dichiarazione di Helsinki o negli editoriali della rivista International Journal of Sport Medicine. Di entrambi questi position statments sono fornite specifiche analisi sia a carattere metodologico che etico, con riflessioni puntuali volte a superare le relative criticità messe in risalto. Uno schema tipo di consenso informato armonizzato con la sintesi delle predette analisi è fornito in chiusura di questo manoscritto come supporto per i ricercatori di scienze del movimento umano e della prestazione sportiva impegnati in attività di studio e ricerca a carattere non prioritariamente medico.

Mutations in citron (CIT), leading to loss or inactivation of the citron kinase protein (CITK), cause primary microcephaly in humans and rodents, associated with cytokinesis failure and apoptosis in neural progenitors. We show that CITK loss induces DNA damage accumulation and chromosomal instability in both mammals and Drosophila. CITK-deficient cells display “spontaneous” DNA damage, increased sensitivity to ionizing radiation, and defective recovery from radiation-induced DNA lesions. In CITK-deficient cells, DNA double-strand breaks increase independently of cytokinesis failure. Recruitment of RAD51 to DNA damage foci is compromised by CITK loss, and CITK physically interacts with RAD51, suggesting an involvement of CITK in homologous recombination. Consistent with this scenario, in doubly CitK and Trp53 mutant mice, neural progenitor cell death is dramatically reduced; moreover, clinical and neuroanatomical phenotypes are remarkably improved. Our results underscore a crucial role of CIT in the maintenance of genomic integrity during brain development.

L’OMS ha dichiarato che la scuola riveste un ruolo privilegiato per contrastare i fenomeni dell’obesità e del sovrappeso, soprattutto nel periodo compreso tra l’infanzia e l’adolescenza. L’educazione fisica è, in tal senso, investita di un ruolo specifico di rilevante responsabilità. Secondo Le Bouch, Arnold e Gardner, infatti, questa disciplina deve proporre esperienze d’insegnamento e apprendimento che possano concorrere adeguatamente allo sviluppo psico-fisico dello studente, cercando anche di superare i limiti di contesto che oggi sono ampiamente riconosciuti a questo insegnamento. Un supporto per il raggiungimento del predetto obiettivo è rappresentato dalla possibilità di utilizzo, se opportuno ed integrato, delle nuove tecnologie digitali nei dispositivi educativi di questa disciplina. Un valido ausilio, in tal senso, potrebbe essere rappresentato dagli exergames, video giochi in cui il corpo e il movimento rivestono un ruolo determinante. Questo, però, non è sufficiente a supportare l’educazione fisica nelle sfide che l’hanno investita, poiché è necessario individuare una cornice metodologico-didattica adeguata rispetto alla quale integrare opportunamente le citate tecnologie nelle prassi educativo formative della scuola. A tal fine, in questo contributo si propone una riflessione operativa sull’utilizzo di questi ausili in ambienti educativo-formativi secondo il paradigma dell’apprendimento vicariante e della teoria socio-cognitiva, facendo risaltare, in particolare, gli elementi di affinità tra i principi dei predetti modelli teorici e le caratteristiche tecnologiche e applicative degli exergames.

L’utilizzo delle tecnologie digitali nel mondo della scuola è un tema di assoluto interesse nel dibattito tra le comunità scientifiche che si occupano di educazione motoria e il mondo delle comunità di pratica. La proliferazione di strumenti e reti digitali rappresenta un fenomeno sociale e culturale con elevato impatto nel processo di sviluppo e crescita dei nativi digitali e, soprattutto, un elemento essenziale di cui le agenzie formative, ad ogni livello, devono occuparsi. Tuttavia, come ampiamente documentato nella letteratura di riferimento, il livello di integrazione delle tecnologie nelle prassi scolastiche è in generale limitato. In questo contributo si discute del tema della valutazione dell’attività fisica nei contesti educativi, ed in particolare della misurazione dei livelli di sviluppo delle abilità motorie fondamentali, muovendosi dagli attuali metodi e suggerendo possibili migliorie in termini di efficacia e validità attraverso l’utilizzo di emergenti tecnologie digitali. Le potenzialità di questi emergenti ausili sono inoltre descritte attraverso le evidenze di alcuni studi presentati in letteratura.

L’interdisciplinarità è un metodo di insegnamento in cui due o più aree disciplinari vengono integrate per migliorare l’apprendimento nelle discipline coinvolte e creare relazioni significative all’interno di aree più vaste della conoscenza. L’articolo si prefigge gli obiettivi di descrivere lo stato dell’arte della letteratura scientifica internazionale sul tema dell’interdisciplinarità, di determinare quali componenti metodologiche siano maggiormente efficaci nel conseguimento di risultati significativi nell’apprendimento e nello sviluppo globale dei partecipanti e di interpretare la direzione degli studi e delle ricerche empiriche in ambito scolastico. L’analisi dei contenuti ha mostrato che gli articoli selezionati si raggruppano in tre categorie principali: gli studi sui differenti modelli di interdisciplinarità, gli articoli che descrivono unità didattiche interdisciplinari o curricoli integrati realizzati in classe dai docenti e i report di ricerca sugli effetti di programmi interdisciplinari o sulla percezione di docenti, in servizio e in formazione, e di studenti. I modelli teorici, sostenuti dalle evidenze empiriche nell’apprendimento e nei processi di insegnamento, convergono nella definizione di una didattica interdisciplinare basata su un processo collaborativo di co-costruzione delle attività educative.

In questo studio sono stati valutati gli effetti di un protocollo di attività motoria, realizzato attraverso gli exergames, sui livelli di competenza delle abilità motorie in alunni della scuola primaria. Il protocolloè stato costruito scegliendo giochi orientati al potenziamento concorrenziale delle abilità motorie di locomozione e di controllo di oggetti ed è stato seguito da 37 alunni (gruppo sperimentale). Un gruppo di controllo, di pari numerosità, è stato parallelamente impegnato in attività motorie basate su giochi liberi e attività sportive. I livelli di competenza motoria nelle predette abilità sono stati valutati prima e dopo il protocollo attraverso il test di sviluppo delle abilità grosso-motorie. Il test ANOVA per misure ripetute è stato eseguito per stimare gli effetti del protocollo e del tempo di somministrazione nei due gruppi. Nei test pre-trattamento non sono risultate differenze significative tra i due gruppi, mentre è stato verificato un significativo miglioramento per entrambe le tipologie di abilità per il gruppo sperimentale dopo la conclusione del protocollo. Questo effetto è stato moderato per le abilità di controllo di oggetti e ampio per quelle di locomozione. I risultati sembrano confermare la validità di queste tecnologie a supporto dell’insegnamento dell’educazione fisica ed estendono la letteratura scientifica perché descrivono gli effetti di un protocollo exergames-based sul livello di competenza delle abilità di locomozione.

I benefici dell’attività fisica all’interno di un complessivo stile di vita salutare sono ormai riconosciuti dalle comunità scientifiche di pratica. Per strutturare comportamenti stabilmente finalizzati all’acquisizione di capabilities che riguardano la cura di sé e la realizzazione di attività fisiche adeguate alle proprie necessità, diventa essenziale apprendere sin dall’infanzia conoscenze, abilità e competenze relative alla dimensione incorporata della natura umana. In tal senso, la famiglia e, successivamente, la scuola hanno il ruolo di creare opportunità e contesti di apprendimento che consentano di supportare e valorizzare questa parte ineludibile dell’umano. L’obiettivo della ricerca empirica, descritta nel presente articolo, è stato quello di descrivere e analizzare le rappresentazioni della pratica didattica dell’educazione fisica di un gruppo di 108 insegnanti. Gli strumenti utilizzati sono stati un focus group, realizzato con un piccolo gruppo di insegnanti e tutor sportivi del progetto Sport di Classe, e due questionari strutturati, distribuiti agli insegnanti e ai loro dirigenti scolastici. I risultati ottenuti consentono di tracciare una dettagliata rappresentazione dei metodi e delle attività didattiche dell’educazione fisica. Sono stati discussi i temi principali dell’analisi realizzata dagli insegnanti sui propri processi educativi, da cui emergono la necessità di orientare la propria azione didattica verso gli obiettivi della Physical Literacy ma anche specifici limiti legati alla formazione iniziale degli insegnanti e all’assenza di una figura professionale specializzata.

In neuronal cells, actin remodeling plays a well known role in neurite extension but is also deeply involved in the organization of intracellular structures, such as the Golgi apparatus. However, it is still not very clear which mechanisms may regulate actin dynamics at the different sites. In this report we show that high levels of the TTC3 protein, encoded by one of the genes of the Down Syndrome Critical Region (DCR), prevent neurite extension and disrupt Golgi compactness in differentiating primary neurons. These effects largely depend on the capability of TTC3 to promote actin polymerization through signaling pathways involving RhoA, ROCK, CIT-N and PIIa. However, the functional relationships between these molecules differ significantly if considering the TTC3 activity on neurite extension or on Golgi organization. Finally, our results reveal an unexpected stage-dependent requirement for F-actin in Golgi organization at different stages of neuronal differentiation.