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The technological innovations of the last decade have caused countless changes to everyone's lifestyle, especially in the number of hours spent in front of a screen. These generational differences are even more marked if the new generations of students are taken into consideration, in fact, even at the school level, technological innovations have brought changes. Just as lifestyle and teaching have changed, what is considered as the "needs" of pupils and how they live and relate both in formal and informal environments have also changed. Considering the emergency period caused by the COVID-19 pandemic, greater attention has been paid to the importance of exercising and everyone has also re-evaluated the beauty and benefits of exercising outdoors. Outdoor Movement Education in this sense can be a key that allows the new generations to experience the emotions and sensations that can be felt during outdoor moving activities. This work is a reflection on how technology can be a tool to increase the benefits in Outdoor Movement Education considering children and youth with special needs. The results of this work have shown how the use of technology in Outdoor Movement Education brings numerous advantages both under the didactic profile (i.e., life skills) and with regard to the cognitive (i.e., attention and concentration), motor (i.e., motor skills, fundamental movement skills) and affective (i.e., enjoyment) domains of learning respectively.

Over the last twenty years, the higher education of the Physical Activity and Sport Sciences experienced a period of reforms, which has led to a process of alignment of the Italian university system with the European higher education policies. From the old ISEF diploma, which came into force on February 7th, 1958, the four-year degree programs in Motor and Sport Sciences were born (D. Lgs. n. 178/98). Thereafter, as a result of the implementation of the reform of the Italian University (D.M. 509/1999), the degree courses in Motor and Sport Sciences took on 3 years (bachelor degree) + 2 years (master degree) configuration. Lastly, the current legal framework was implemented (D.M. 270/04). This included one single non-specific bachelor degree program in “Physical Activity and Sport Sciences” (L 22) and three specialized master degree programs, as follows: “Sciences and Techniques of Preventive and Adapted Physical Activities” (LM 67), “Sciences and Techniques of Sport” (LM 68) and “Management of Sport and Physical Activities” (LM 47). The purpose of this study is twofold: 1) to analyze the consistency between the class tables of the current degree programs (L 22, LM 67, LM 68, LM 47) and the relative and distinct implementations in the various degree programs of Italian universities; 2) to delineate specific indications on the basic knowledge, skills and expertise necessary for the development of a core curriculum, which may effectively respond to the current prospects and demands of the labor market regulated by the D. Lgs. 36/21.

Engagement in difficult motor tasks promotes development of executive functions (EFs) (Diamond, 2020; Davis et al., 2011). In this study we analysed the effects of different types of scaffold on children exposed to a difficult motor task. Methodology. One hundred, 5 years old children from 2 kindergartens were engaged in a specific motor program for 1 hour/week for 10 weeks. The program included learning a difficult motor task (walking on an unstable bar) for which the instructor provided physical or physical + emotional scaffold. In addition, children were divided in two groups based on their initial level of capacity to perform the task. Levels of EFs were measured by the Day & Night test at the beginning and at the end of the training period. Data were analysed by two-way ANOVA. Results. The data suggest that in expert children the emotional support fosters the effect of the difficult task on the performance of the Day & Night test; while in beginners the emotional support counteracts the effects of physical scaffold resulting in a null effect on EF development. Conclusions. The data point to specificity of scaffold procedures for combining motor and cognitive development.

Physical education allows children to develop motor skills, but it has an impact on affective domain too. The aim of this study was to analyse the effects of two different teaching approaches on the levels of enjoyment of 9-year-old pupils who attended the fourth grade of the primary school. A pre- post- repost design was used as a mean of a longitudinal study. The participants involved were divided into two groups: Teaching skill group (TS) and Teaching games group (TGM). The TS group followed a protocol using the traditional skill-based approach, while the TGM group followed the Tactical Game Model approach, highlighting tactical problems and awareness. The level of enjoyment was assessed by administering the PACES questionnaire. The results show no statistically significant difference, but it can be seen that the TGM group had a more positive trend in enjoyment levels than the TS group. Furthermore, carrying out an analysis by gender it was seen that the females of the TGM group had increases in the scores on the positive scale in the post intervention. In this respect, the physical education teacher has to account for affective learning outcomes when they identify the teaching methods for their courses.

Objective: To assess the effects of a tactical games model (TGM) instructional plan on technical volleyball performances of elementary school students by taking into account for sex. Method: Thirty-nine fourth-grade students participated in a 15-week unit developed according to TGM. Their improvements in technical in-game skills were assessed by means of Team Sport Assessment Procedure indexes: volume of play, efficiency index, and performance score. A 2(sex) x 3(time) ANOVA with repeated measure was used to verify the students’ improvements. Effect size measures were used to interpret main effects and post-hoc analysis. Results: An overall large improvement resulted at the end of the instructional period, and this improvement seems to remain at least until the end of summer vacation. In pre-post training comparison, the improvements had similar moderate to large effect for both groups, while outcomes ‘differences were negative between post-training and the end of summer vacation. Girls seem to achieve greater and well-established improvements throughout the instructional plan. Implications: Teachers have to take into account sex when designed their lessons because these factors can enhance student’s learning processes. Furthermore, the results suggested the need to design developmentally adequate learning experiences during summer vacation for avoiding detrimental effect on students’ learning scores.

The rules of team sports and the technical and tactical methods applicable to them are essential for competitive sports. The correct competition is triggered by the automatic mechanism of the sanction following the violation of a rule of the game which is also helped by the relational dynamics of the individual members of the group who demand the application of the rule to continue playing. The competition can also be self-regulated by the two groups that compete for the victory without even the direct action of the referee as always happens in training activities. This phenomenon can be found only in those contexts where the rule is necessary and alone sufficient to ensure the orderly development of the activities. The objective of the study is to identify in the individual team sports the significant elements of the rules of the game and the related technical and tactical behaviours and to identify an inventory of significant behaviours. The method is the documental archive research for the analysis of the rules of individual team sports, a subsequent comparative method between grids of indicators, descriptors and weights that classify rule, technique and tactics. The expected results will focus on the congruent presence of the significant elements and the commonality or discordance between team sports. The data is useful to measure the quantity of significant behaviours in order to qualitatively elaborate the value of each of them with respect to the other current behaviours of quantitative performance and to establish the connections. Subsequently, self-perception requests can be given to practitioners (athletes and students) on the specific connections between the need for the rule and its application in order to be able to play sportively at the highest levels with gratification and satisfaction. The results are useful for possible reflections and focus on the reproducibility of the investigated mechanism to other social activities through educational and form

The rules of the game of football and the technical and tactical methods applicable to them are indispensable for playing sports in a competitive way. The correct competition was born from the automatic mechanism of the sanction following the violation of a game rule, which is also favoured by the relational dynamics of the individual members of the group who claim the application of the rule to continue playing. The competition can also be self-regulated by the two groups that compete for the victory without even the decisive action of the referee, as always happens in training activities. This phenomenon is found only in those contexts where the rule is necessary and sufficient on its own to guarantee the orderly development of the activities. The aim of the study is to identify significant elements of the game rules and related technical and tactical behaviours in football and to identify an inventory of significant behaviours. The method is documentary archival research for the analysis of the rules of individual team sports, a subsequent comparative method between grids of indicators, descriptors and weights that classify rule, technique and tactics. The expected results will focus on the appropriate presence of significant elements and commonality or discordance. The data are useful for measuring the amount of significant behaviours for qualitative processing of the value of each of them compared to other current behaviours of quantitative performance and for establishing connections. Subsequently, requests for self-perception can be administered to practitioners (athletes and students) on the specific connections between the need for the rule and its application in order to play sportily at the highest levels with gratification and satisfaction. The results are useful for any reflection and attention to the reproducibility of the mechanism studied for other social activities through an educational and training action.

The aim of this study was to examine the independent and interactive effects of several match-playing aspects and situational variables on the probability of achieving score-box possessions in the 2012 European Championship. The non-clinical magnitude-based inferences method was used to interpret the true effect of the performance indicators on the response variable. The logistic regression analysis in univariate perspective showed that the probability of achieving score-box possessions was greater in the second half than in the first (OR: 1.23, P<0.05, very likely positive effect), but it was lower when a team performed a direct attack rather than a possession play (OR: 0.49, P< 0.001, most likely negative effect), when the possession started in the right path of the field than in the left (OR: 0.69, P < 0.01, most likely negative effect), and when a team played against highest ranked team (from very to most likely negative effect). In multivariate perspective, the negative effect of the direct attack to the probability of achieving score-box possessions was confirmed, and an interactive effect showed that this outcome was greater in the knockout phase of the tournament than in the relative group-stage (OR: 0.62, P< 0.05, very likely negative effect).