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Also for the age 9-10 the increase of static games, the disappearance of the old courtyard games, the reduction of motor activities in scholastic period are the causes that, in our opinion, have led to a reduction of FMS (3). To solve these problems, the following actions seem mandatory: 1)Increase the time inside the scholastic system devoted to physical activities;2) Direct teaching and didactics strategies to activities involving gross-motor abilities;3)Foster the promotion of active politics for the safeguard of the natural environment; 4) Support a closer interaction and collaboration between scholastic system, out-of-school sportive system and families, in order to enhance a better lifestyle necessary to preserve children health.

The highlighted reduction in the practice of movement games in the playground constitutes a significant loss of motor habits that reflect the sedentary lifestyle of children today. Numerous studies show a progressive reduction in the use of motor skills due to coordinated factors as well as conditional(2). Furthermore the time dedicated to movement games has reduced and sedentary games have increased. We believe the causes of this situation to be as follows: 1) the arrival of electronic games, which have become more intriguing and interesting for the child than movement games and less tiring; 2) the lack of secure and protected spaces in the open air as old playgrounds are being use for car parks. The children therefore are directed towards static games in the bedroom as open air spaces can be dangerous; 3) in the educational system children are not educated adequately in physical education and it is considered that games should only be used during free time(3).

The aim of this inquiry is to find out the training needs of Physical Education teachers. The objective of this inquiry is to find out: • to what extent the PE teachers feel the need for training • what are the most appealing themes for the training courses • when to carry out the training courses Methodology The inquiry has been carried out via means of a questionnaire. The teachers have expressed their choice by putting a cross on the Likert scale, where 1 means of little importance and 7 of great importance; there were also 2 open questions. Sample examined 181 teachers were interviewed, 86 Male and 95 Female, 57 teaching in secondary schools with students aged 11-14 years, 124 teaching in secondary schools with students aged 14-19. The interviewees were between 26 and 62 years. The questions were subdivided into 3 groups 1. Need for training 2. Most relevant areas for training 3. Favoured instruments for the training Results From our data we can see that: 1. 74.78% of the interviewed felt a strong need for training 2. The interest for training in sport, dance, expressivity and fitness was 75,6%; 54.9% want training in cross-sectional assessment, disability and coping with adolescent problems; 74.39% teachers prefer to have training during the school year, 72,8% want it organized by the state and 73,7% want increased salary after training and near the place of work. 3. 80.66% had attended a training course, 76.8% consulted books or magazines, and 11.51% the internet. Conclusion There is a great deal of interest for specific training; the state and the university should take care of this need. References Gatti R.,(2002) Saper Sapere. La Motivazione come obiettivo educativo. Carocci Roma Migani C.,(2004) Dal disagio scolastico alla promozione del benessere. Carocci Roma Cavalli A., (2000) Gli insegnanti nella scuola che cambia. R. Cortina Milano Cattaneo P., (2004) Guida alla professione docente. La Tecnica della Scuola. Catania

INTRODUCTION : Among the most common gross-motor abilities running, jumping and throwing have been considered some of the most important fundamental motor skills (FMS).Their development, 30 years ago,was guaranteed and performed throught a natural and active life style.Today the scholastic sport activitie and the structured extra scholastic sport activities are not enough to guarantee quantity and quality of motor development of our preadolescents. The study shows how since the late 1970s one can see a progressive motor impoverishment related to the principal gross-motor abilities(1),caused by the diminution of movement opportunities for our children(2)and by the advent of computers,cellular telephones and electronic static games. METHODS :In the year 1976 a test battery was proposed to 1000 students.The same test battery was proposed to 500 students in 2007.The data have been collected through the scholastic system by submitting tests during PE lessons after a 20 minutes warm-up.Test battery: Speed run (boys mt.80; girls mt.60), Endurance run(mt.1000), Long Jump, High jump, precision throw (Basket drought) and strength throw (one hand throwing of a little ball), twine-skip test and pole-climb test. RESULTS :After 30 years significant differences have been noticed in the weight, in the height and in the Body Mass Index. Today boys and girls are taller and heavier and we can also notice a marked increase in BMI.All data have been compared with NCHS Growth Charts(3). In all tests we noticed a loss of ability. These differencies are more evident in endurance and power abilities than in precision tasks. Regarding the gender, these difference are more evident in the girls (increase average of failure 18,59 %) than the in boys (increase average of failure 15,31 %). Differences among the participants according to their ages and birth date were analysed with Pearson’s Chi-square test and statistical significance have been confirmed by the O.R.(odds ratio) values. DISCUSSION