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INTRODUCTION: The viewpoint of embodied cognition holds that cognitive processes are rooted in the body’s interactions with the world aimed at gathering and collecting as much information as possible: cognition is situated, body based and for action1. Therefore, embodied education research may have important implications for education because it highlights an approach to learning through whole-body engagement2. To date, there has been little agreement on the positive effect of classroom-based lessons integrating mathematics/geometry and physical activity3,4. The aim of this research was to examine the effect of embodied education on mathematical achievement and physical fitness (PF) level. METHODS: The study was designed as a school-based controlled trial targeting primary school children and was carried out between October 2020 and May 2021. Pupils were divided into the experimental group (EG) and the control group (CG), involving 82 children in the first and 39 in the second group. The intervention lasted 8 months, with two 50-min lessons per week, for a total amount of 30 lessons, carried out in the gym or in an open space. The CG did traditional physical education (PE) lessons, whereas EG, through practical activities during curricula PE lessons, learned geometrical and mathematical concepts. The assessments, performed twice, at the beginning and at the end of the project comprised: a mathematical achievement evaluation with the “Test for the evaluation of calculating and problem solving abilities” (AC-MT 6-11)5; three PF measurements by the six min walking test (6MWT)6, the 4x10m shuttle run test (4X10m SRT) and the standing broad jump test (SBJ)7. RESULTS: Mathematical skills significantly improved throughout the sample with a greater achievement in the EG compared with CG (EG: X2=27.88; p<0.05; CG: X2=12.11; p<0.05). Children in the EG were significantly more successful in problem solving ability in maths than the CG (p=0.0120). Children in both groups

This study aims to resume the founding characteristics of Georges Hébert's "Natural Method" of physical education, observing the author at a historical and cultural level and the relationships with the various authors of the time, studying the works that characterized him and above all analyzing his experimental method. Commander of the French navy, he drew inspiration from the observation of men and women grappling with the challenges of nature and work to codify a method of physical and moral education that was first applied in the military environment to the "École du Bataillon de Lorient and in followed in a sporting environment at the “Collège d'athlètes de Reims”. The considerable success found extended the application of the method also in schools and education, in particular towards women and children, not only in France, Hébert's country of origin, but also in other countries of the world, thus giving rise to a vast international community. . Hébert's method was accredited thanks to the intense activity of literary production to which the author devoted himself and in particular thanks to his most important work: L'Éducation physique, virile et morale par la méthode naturelle. Today we study Georges Hébert, as he was one of the first scholars to classify human movement, defining 10 families of "natural exercises". The reinterpretation that emerges from it finds current elements that I place at the center of the body and movement in the natural environment.

Nel quadro dell'emergenza educativa il volume prende in esame la formazione nell'ambito delle scienze motorie per i futuri educatori e maestri della scuola primaria., In the context of emergencies and educational challenges, the book examines training in the field of physical sciences for future primary school educators and teachers.

The historical period that we are living in has highlighted how environments can be an additional educational resource for the development of recreational-motor activities; In particular, it has been observed how the natural environment can bring out values of a body education that focuses on adventure and exploration. This process helps children discover and get involved, make decisions, and consider risks and dangers that may arise in case of a wrong evaluation. Therefore, challenging motor activities in a natural environment, if properly organised, are distinctive elements to work on the proximal area of the child, allowing real learning mediated by experience. The individual will be forced to improve motor skills, strengthening their self-esteem and sense of responsibility. In conclusion, we will analyse some recreational-motor activities in the natural environment, including climbing as an optimal proposal for the discovery of the body self in the relationship with nature, in the discovery of sensory perceptions skills dormant that arouse emotions and wonder in children (Coco, 2013). Climbing, indeed, is a motor pattern that appears around 8-10 months in the child's attempt to pass from the quadruped to the upright position (Casolo, 2002). A vital aspect is the emotional one, and climbing certainly has a strong emotional impact on the subjects who practice it. The height, the emptiness, the possibility of falling with consequent loss of control of the situation, of equilibrium, make necessary: concentration, precision, calm, awareness and acceptance of their potential and their limits. The feelings of joy, pleasure and gratification that are particularly solicited and stimulated when reaching the goal are indispensable for those who practice this activity (Coco, 2019).

The parental influence on children’s cardiometabolic risk factors (CMRF) and cardiorespiratory fitness (CRF) has been only marginally investigated. Hence, this study aimed to investigate whether parental CMRF and CRF were associated with those of their school-aged children. This cross-sectional analysis included 53 Italian school-children along with their parents. CMRF were assessed by measuring the waist circumference (WC) and by computing the waist-to-height ratio (WHtR), whereas CRF was estimated with the six-minute walking test (6MWT). A multiple stepwise backward elimination regression analysis was performed to investigate associations between parental and children’s features. Both parental WC and WHtR were associated with children’s ones (R2 = 0.28, p = .005; R2 = 0.18, p = .041). Maternal WC and WHtR strongly predicted primary-school children’s CMRF (R2 = 0.54, p = .005; R2 = 0.67, p = .001). No significant parental influence was observed for CRF. This study investigated, for the first time, the associations between parental CMRF and CRF, and those of their children. Our results suggest that children’s WC and WHtR, but not CRF, can be predicted by their parent’s parameters. Maternal CMRF may have a stronger influence on children’s ones, compared to fathers, particularly during primary-school years.

INTRODUCTION Recent study displayed significantly lower mean resilience of athletes with a physical disability than those reported in other studies with the general population(1). This study aimed to analyze whether there are differences or/and similarities between wheelchair tennis players (WTP) and able-bodied tennis players (TP) and to investigate about the characteristics of resilience. METHODS 80 participants: 39 WTP and 41 TP. Several tools have been used: a personal data collection form and 6 self-report questionnaires (1: Italian Adaptation of Connor-Davidson Resilience Scale, CD-RISC; 2: Trait Sport-Confidence Inventory, TSCI; 3: Italian Adaptation of the General Self-Efficacy Scale, GSE; 4: Emotion Regulation Questionnaire, ERQ; 5: Multidimensional Scale of Perceived Social Support, MSPSS; 6: Inventory of Stressful and Traumatic Life Events, STLE). The data collected were analyzed using the SPSS 16 statistics program. RESULTS The analysis of CD-RISCs showed: 18% of WTP had a level of resilience beneath 30 compared to 46% of TP; 82% of WTP had a good/excellent ability to manage stress compared to 54% of TP. Through the analysis of TSCIs, no significant differences of confidence emerged between WTP and TP. GSEs showed: 78% of WTP had a self-efficacy of more than 30 compared to 64% of able-bodied players. The analysis of ERQs showed that TP controlled emotions slightly better than WTP and that WTP suppressed emotions more than TP. MSPSSs showed that TP perceived social support slightly higher than WTP. Through the analysis of STLEs, it was noted that 15% of WTP had suffered a high level of traumatic events during the life compared to 8% of TP. CONCLUSION The majority of WTP of this study have a higher level of resilience than the majority of TP. The most significant result concerns the self- efficacy which was higher in WTP. Further research is needed to study any correlations between the different aspects of resilience. The strength of this study is its inno

L’Educazione fisica per la scuola primaria rappresenta oggi un momento di sintesi rispetto a tutta l’evoluzione storica e pedagogica di questa appassionante disciplina ancora in evoluzione. I contrasti di fondo legati alle discipline passate hanno contrapposto idee e concezioni divergenti rispetto alle attività motorie. L’Educazione fisica, il giocosport, il corpo-mente, il movimento e la salute, l’espressione e la comunicazione sono i principali elementi che hanno animato il dibattito e caratterizzato la formulazione di teorie e proposte didattiche che spesso si contrapponevano, ma che erano tutte orientate al benessere del bambino. L’educazione avviene principalmente in famiglia, nell’ambiente scolastico ed extrascolastico. Per sua natura, il bambino desidera imparare sempre cose nuove attraverso un approccio ludico orientato alla scoperta. Scopo di tale lavoro è valorizzare lo sviluppo integrale del bambino in età evolutiva, in particolare attraverso un percorso didattico educativo che approfondirà il gioco arrampicata.

Il contributo si sofferma sul ruolo del corpo nei processi di conoscenza in età scolare con riferimento alle esperienze per promuovere una sensibilità estetica del bambino, The contribution focuses on the role of the body in knowledge processes in school age with reference to experiences to promote the aesthetic sensitivity of the child

The 6-minute walking test (6MWT) is a simple assessment tool to evaluate exercise capacity. Existing six-minute walking dis- tance (6MWD) prediction equations were developed using healthy children [1]. Our aim was to evaluate the predictors of 6MWD in healthy Italian children. Methods: In our cross-sectional study, we performed 6MWT in 5614 children aged 6–11 years between November 2016 and May 2017. We used Student t test for independent data or Mann–Whitney test to compare the quantitative variables between age groups and gender. We assessed a multiple linear regression model to estimate a pre- diction equation for the 6MWD. Performance and goodness of fit of the models were assessed using the root-mean-square error and R-squared measures. A p-value \ 0.05 was considered significant. Results: Mean distance walked for all participants was 595.5 ± 80.9 m (range 360–800 m). We observed significant differ- ences about gender and age: males walked longer distances than females (598.8 ± 83.9 m vs 592.1 ± 77.6 m; p = 0.0016), while in younger children (6–8 years) correlations between 6MWD and demographic/anthropometric data were significantly higher compared with older children (9–11 years; p \ 0.0001). The regression model showed that age, gender and height were positively related to 6MWD, while weight was negatively related (6MWD = 107.91 ? 25.02 9 age (years) ? 7.52 9 gender (M) ? 2.62 9 height (m) - 2.25 9 weight (kg). Conclusions: Our study confirmed that demographic and anthropo- metric characteristics can influence the test performance in healthy subjects. In our model, age, gender, height and weight significantly add information and should be taken into account in this particular growth phase. The 6MWT is feasible in education’s environment: school could be a main setting to implement primary prevention by using motor assessment.

INTRODUCTION: The 6-minute walk test (6MWT) is a simple assessment tool to evaluate exercise capacity. The result of the test is the distance that a subject can walk at a constant and normal pace within 6 minutes (6MWD) and reflects walking function at a submaximal level (Crapo RO et al., 2002). Use of 6MWT on healthy children has been relevant to assess exercise tolerance (Rostagno C., 2003) and to compare it to pathological conditions (Paridon SM et al.,2006). Our aim was to find reference values for the 6MWT in healthy Italian chil- dren. METHODS: The 6MWT was performed by 5614 children between 6 and 11 years, following the instructions outlined in the ATS guidelines (Crapo RO et al., 2002). Summary statistics are expressed as means and standard deviations or percentages, as appropriate. Age- related percentiles (mean±SD of 3rd, 10th, 25th, 50th, 75th, 90th and 97th centiles) of the 6MWD were developed for males and females. Pearsons correlation coefficients were calculated between 6MWD and demographic data. A multiple linear regression model was as- sessed to predict expected 6MWT performance. All analyses were conducted using STATA/SE, a p-value of less than 0.05 was consid- ered significant. RESULTS: Males walked longer distances than females, respectively 598.8±83.9 m vs 592.1±77.6 m (p=0.0016). Values ranged between 513.3±60.4 m for 6 years old children to 656.1±71.6 m for 11. The 50th percentile values resulted in 511 m, 554 m, 603 m, 624 m, 649 m and 670.8 m for boys aged 6 to 11 years old, respectively. Differently, the 50th percentile values resulted in 512 m, 543 m, 597 m, 620 m, 643 m and 655 m for girls aged 6 to 11 years old. A moderate correlation was found between 6MWD and age, weight and height (re- spectively rho = 0.58; 0.32; 0.52; p < 0.0001). In regression analysis, we found that age, gender and height were positively related to 6MWD, while weight was negatively related with 6MWD [6MWD = 107.91 + 25.02× age (years) +7.52× gender (M) +2.62×

School-based PE programs are poor nationwide and they need to be potentiated against a rising prevalence of chronic diseases and physical inactivity. Our aim was to evaluate the effectiveness of 40 versus 20 physical education (PE) classes on physical fitness of a cohort of northwestern Italian primary schoolchildren. Methods: 5751 schoolchildren aged 6–11years were studied between November 2017 and May 2018 from 25 primary schools of Lombardy. Pupils underwent either a control group (CON, # = 2553; $ = 2864) or an experimental group (PLUS, # = 158; $ = 176) in which they attended 20 or 40 PE classes, respectively. Sixty-minute classes were delivered once a week (CON) or biweekly (PLUS) by qualified PE teaching assistants through an approximate school semester. Anthropometrics, cardiorespiratory (six-minute walking test, 6MWT), musculoskeletal (standing broad jump, SBJ) and motor fitness (4 9 10 m shuttle run test, SRT) were evaluated at baseline and upon completion of the study. Wilcoxon matched-pairs signed rank test was performed. Results: At the end of the study, PLUS group revealed a better dis- tribution of BMI categories (under weight UW Dpost–pre = - 5.4%; normal weight NW Dpost–pre = ? 8.9%; overweight OW Dpost–pre = - 3.6%) compared to controls (UW Dpost–pre = - 0.4%; NW Dpost– pre = ? 1.6%; OW Dpost–pre = - 1%). PLUS children improved almost all fitness performances by a greater extent (6MWT: pre 606.8 ± 104/post 644.5 ± 93.5 m, p \ 0.0001; SBJ: pre 119.1 ± 25.3/post 124.8 ± 25.9 cm, p \ 0.0001; SRT: pre 14.9 ± 2.5/post 13.8 ± 1.9 s, p \ 0.0001) with respect to CON children (6MWT: pre 611.4 ± 102.1/post 623.6 ± 92.4 m, p \ 0.0001; SBJ: pre 116.8 ± 25.3/post 123.4 ± 24 cm, p \ 0.02; SRT: pre 14.8 ± 2.4/post 14.3 ± 2 s, p \ 0.0001). Means and SD. Conclusions: This design confirms the need to implement well- structured, school-based PE programs. Particularly, higher frequency of PE classes is advocated in order to ameliorate health-related physical fitness c

Purpose: Physical fitness is considered an important indicator of health. Health-related fitness qualities in children have been identified: cardiorespiratory fitness, musculoskeletal fitness, motor fitness, and body composition or body mass index (BMI) [1]. Growth charts for BMI that apply to the whole Italian population has been already studied [2]. Therefore, this study was conducted to establish normative values of fitness components from Italian children using field-based and well-standardized tests [3, 4] that can be easily applied in a school setting, and to create a Physical Fitness Performance Index (PFPI). Methods: This cross-sectional study examined the physical fitness among a random and large representative sample of schoolchildren aged 6–10 years. Fitness data were collected during the 2016–2017 school year from 25 schools in Lombardy. A sample of 5106 children (height 131.2 ± 10.1 cm, weight 30.5 ± 8.4 kg, BMI 17.4 ± 2.9 kg/ m2) was assessed using a complete test battery (six-minute walking test_6MWT, standing broad jump_SBJ, and 4 9 10 m shuttle run test_SRT). Gender and age-specific percentiles for the physical fitness tests were expressed as curves values (3rd, 10th, 25th, 50th, 75th, 90th and 97th centiles), and the PFPI was also calculated according to percentiles. Results: Boys scored higher in all the physical fitness tests when compared to girls (M: 6MWT, 616.7 ± 87.4 m; SBJ, 121.6 ± 23.8 cm; SRT, 14.5 ± 2.2 s; F: 6MWT, 607.9 ± 82.6 m; SBJ, 113.7 ± 23.6 cm; SRT, 15.0 ± 2.2 s; p \ 0.001). There was also a trend towards increased physical fitness levels as the age increased in both boys and girls (p \ 0.0001). Correlations between scores on individual test items were moderate to high (r from .549 to .700), and all individual test item scores significantly correlated with PFPI (p \ 0.0001). Conclusions: Primary schools are a favorable environment for implementing practices that support health and the PFPI can be used by teachers for easily rating

The affiliation for the fifth author is incorrect. Roberto Codella is not affiliated with #4–8 but with #4 and #8: School of Exercise Sciences, Department of Biomedical Sciences for Health, Università degli Studi di Milano, Milan, Italy and Metabolism Research Center, IRCCS Policlinico San Donato, San Donato Milanese, Italy.

L’educazione fisica, intesa come contesto disciplinare specifico presente nelle scuole secondarie italiane di primo e di secondo grado, oggi necessita di una profonda rivisitazione. Non solo per l’aspetto terminologico ma anche per gli aspetti che riguardano finalità, metodi e contenuti. Di conseguenza, la disciplina che educa questa funzione non potrà che chiamarsi “Educazione motoria” intesa come educazione dell’uomo e del suo sistema senso-motorio da allenare e irrobustire sull’asse percezione - elaborazione mentale -azione.Le neuroscienze hanno confermato l’importanza di questo sistema unico e indissociabile mente-corpo andando a sancire scientificamente il superamento di quel dualismo che ancor oggi connota i nostri sistemi educativi e non ultimo quello scolastico attuale. L’educazione motoria, per ottemperare a quanto affermano le neuroscienze, dovrebbe essere proposta attraverso forme, esercitazioni didattiche e situazioni-problema che possano coinvolgere gli allievi in modo attivo e totale.

Introduction Several tests are commonly used to evaluate the hamstring and low-back flexibility in health-related physical fitness batteries. They are, in general, referred to the sit-and-reach (SAR) test. The most popular and easy to perform are the V-shape leg position by American College Sport Medicine (1) and that proposed by the Eurofit Battery protocol (2). In this study, the correlation between anthropometric characteristic and the lower back RoM measure was analysed in female university students. Materials and methods A total of 106 female sport science university students (age range 23–19 yr; SD± 1.2 yr) volunteered to the study. The main inclusion criteria were the absence of musculoskeletal injuries and of low back pain. Each participant underwent two different SAR tests performed in two different days of the week. No warm up or specific exercises were performed prior the flexibility performance. Body mass was measured to the nearest 0.5 kg on a beam-balance scale and stature was measured to the nearest 1 cm with a stadiometer. Body Mass Index was calculated and the length between the greater trochanter and the lateral malleolus (with knee in full extension) was measured to define the proportion of lower limbs. The length of the spine (C7-L5) were also measured. All protocol procedures were carried out by the same operator and in the same gym. Results The anthropometric characteristic were for body mass 55.3 ± 5.2 kg and 1.67 ± 0.05 m for height. On average the BMI was 19.8 ± 1.5. The SAR result was 47.2 ± 11.3 cm about V-leg position while the European protocol assessed 11.2 ± 7.6 cm. The coefficient of variation was 0.23 and 0.67, respectively. No significant correlations were found between the anthropometric and ROM. The underweight female performed 50 cm and 14.7 cm for American and European protocol respectively. Discussion These kind of test have a good relation with hamstring flexibility even if do not separate the muscular and joint effects (3); h

The goal of this study was to investigate the differences in physical fitness in relation to urban or rural living environment and between two countries: Italy and Croatia. Over 14,000 students were tested during physical education (PE) lessons. Croatian students were taller and heavier than Italian students, with women achieving better results in flexibility. Urban students were fitter in abdominal strength than rural students. Age seemed to be the major factor influencing the performance. This study's results indicate a trend: urban students performed “indoor” tests better than rural students; the opposite may be true for rural students. Living environment, socio-economic-status, or cultural correlation differences could be decreased during school experiences. Thus, PE programs could train all people toward an adequate, age-based fitness level.

Introduction Rehabilitation and full sport recovery after Anterior Cruciate Ligament (ACL) injury and reconstructive surgery need perseverance and willpower. The difficulties normally experienced by patients after injury can be overcome with high motivation during the recovery period (1, 2). The aim of this study was to explore which motivational factors were linked to a good compliance of a rehabilitation path, in order to better understand how professionals could support patients in coping with difficulties. Methods Five male football players. (aged 13 to 38 years) ranging from recreational to competitive athletes, previously undergone ACL surgical reconstruction followed by knee rehabilitation were recruited for this qualitative study. We conducted semi-structured interviews, specifically focusing on: 1) relationship with football 2) the injury 3) the recovery process with particular attention to surgery and rehabilitation. The interviews were conducted by a psychologist in the Rehabilitation Centre Isokinetic of Milan, in the winter months of 2014-15. We were interested in understanding their decision to opt for surgery, what information they had, what were their expectations. Moreover, we wanted to know how the rehabilitation period was. We applied a semi projective tool (fill in a graphic line that represents their feeling in the main steps of the path, starting from before the injury and arriving to the present). Results The injury was a different experience for the patients, in some cases it was described as a trauma, in other cases they did not appreciate its severity. They were quite worried about undergoing rehabilitation post- the surgery but their will to return to play football was the main helping factor. Finally, the football players reported this experience (the injury and the care process) as a very formative moment of their life which also helped with their self-esteem. Conclusion The interviews clearly show the importance of understanding the pat

Le nuove generazioni vivono circondate dalle nuove tecnologie e dalla realtà virtuale che le caratterizza. Questa tendenza, se pur positiva, sta contribuendo alla determinazione di una scarsa attitudine alla gestione delle relazioni interpersonali e sociali, dando sempre minore acquisizione della consapevolezza di se stessi. Il mancato utilizzo del proprio corpo, infatti, impedisce di sviluppare la padronanza di sé, delle percezioni e, non da ultimo, di sperimentare la soddisfazione che da esse deriva. Dal punto di vista educativo, vi possono essere degli strumenti didattici, psico-pedagogici efficaci per equilibrare questo divario. L’approccio alle discipline motorie e ludico-sportive meglio si presta a sostenere le nuove generazioni nel tortuoso percorso dell’acquisizione dell’autocoscienza e del rapporto con la realtà vera e tangibile che le circonda. L’arrampicata sportiva, in particolare, è una disciplina che ha in sé tutti questi elementi. Il gioco-sport arrampicata prima e l’arrampicata sportiva poi, infatti, non sono soltanto attività piacevoli che pongono l’individuo a contatto con l’ambiente che lo circonda, ma – cosa più importante – costringono l’individuo che le pratica a farne esperienza diretta. Tutto ciò favorisce lo sviluppo dell’equilibrio, inteso come la capacità di dosare forze, energie e concentrazione in funzione delle diverse situazioni, sperimentando il piacere del controllo del corpo, della mente e delle emozioni utili nella vita quotidiana.

The prevalence of overweight and obesity among children and adolescents is rising in the European region with an increase of the onset of risk factors associated with ill health (1). Time spent in sedentary (SED) behaviour and physical activity (PA) have been both associated with adiposity (2, 3). The aim of this study was to investigate the influence of physical activity and sedentary behaviours from childhood (CH) to adolescence (AD). METHODS: The study population consisted of 2828 students aged between 6 and 14 years old (height, 1,45±0,16 m; weight, 39,6±12,7 kg; BMI, 18,3±3,0 kg/m2) and was divided into two groups: CH and AD. Subjects were classified as normal weight (NW), overweight (OW) and obese (OB) according to Cole classification (4). Parents were asked to fill a questionnaire inquiring about time spent in PA, and SED behaviours outside school hours on a weekly basis. The amount of PA was evaluated adding leisure time PA, time spent playing sports and time spent in physically active commutes to and from school. SED activities included TV viewing, playing or working on a computer/playing videogames and any other sedentary activities. A multiple logistic regression analysis, adjusted for sex and age, was used to assess the association between BMI category and PA or SED; significance was set at p<0,05. RESULTS: 79,9% of the cohort was classified as NW, 17,1% as OW and only 3,9% as OB. Overweight and obesity significantly decreased from CH to AD (X2=33,45; p<0,0001). The average amount of PA was 245,5±152,2 min/week and the SED time reached 1739,1±809,7 min/week, both significantly increasing from CH to AD (ANOVA; p<0,0001). PA was not significantly correlated with SED in neither CH nor AD (r=-0,031 and 0,024; respectively). Significant associations, were identified between SED (odds ratio (OR): 1,001; 95%CI: 1,000-1,001; p<0,001) and PA (OR: 0,997, 95%CI: 0,996-0,999; p<0,01) level and obesity. No associations persisted for overweight. DISCUSSION: According

INTRODUCTION In recent years a new line of research studies confirmed the relationship between the main personality traits and the injury risk, especially among soccer players (Johnson and Ivarsson, 2013). In addict, findings from other studies, including soccer playersas participant, suggest that psychological factors such as competitive stress, anxiety and daily hassles are associate with increase injury risk (Adie, Duda et al., 2010). The aim of this study was to trace an early personological profile of the male soccer players who are prone to injuries. METHOD: The participants of the study were 100 soccer male players (aged 18 to 45 years), 37 defenders, 39 midfielders, 24 strikers. Each player filled in a qualitative questionnaire about his personal characteristics and sport practice (trainings, matches, etc.) and any previous injury. The participants also completed the Big Five Questionnaire (Caprara et al, 1993), that studies the big personality traits (open-mindedness, conscientiousness, energy, agreeableness, neuroticism/emotional stability). RESULTS: The data were tested for correlations between personality traits and number of injuries (divided in specific types). Meniscal injuries were positively correlated with conscientiousness (rho = 0,209, p <0,05); tendinopathies were negative correlated with agreeableness (rho = - 0,223, p <0.05), emotional stability (rho = - 0,280, p <0,05) and open-mindedness (rho = - 0,200, p <0,05). Fractures were also negatively related with agreeableness (rho = - 0,255, p <0,05) and emotional stability (rho = - 0,376, p <0,01). Personality differences between subjects who reported injuries and those that did not were also explored. Players with past meniscal injuries were found to be also more conscientious (Mann- Whitney’s Test, p <0,05); players with past tendinopathies had lower values of agreeableness (T test, p <0.05), emotional stability and open-mindedness (T test, p <0.05); finally players with past microfractures (ti

INTRODUCTION: Current literature demonstrates that injury may have important psychological implications for competitive athletes including disruptions in mood state, a loss of positive social identity and uncertainties regarding the prospects of a return to pre-injury competitive levels. However, there is limited knowledge on the influence of psychological factors on football injuries. The aim of this study was to examine how much an injury-prone personality profile and symptoms of generalized anxiety disorder can influence the risk of injury in adult football players. A self-administered questionnaire inquired about the anxiety disorders as well as personality traits. METHOD: A population of 100 football players was divided into 3 groups: 52 players aged 18-25 yrs, 32 players aged 26-35 yrs, 16 players aged 36- 45 yrs. Data gathering was based on an epidemiological questionnaire, the Big Five Questionnaire (Caprara, et al, 1993) and the Stai -Trait Anxiety Inventory with subscales Y-1 and Y-2 (Spielberger, et al, 1968). The participants were asked to rate questions using testspecific scales. Factor analysis of the data was performed and the matrixes of correlation were tested with Principal Components (Oblimin Rotation) using SPSS software (Statistical Package for Social Sciences). Factor analysis simplified the variables, and the most significant ones were interpreted. The Big Five broad factors (dimensions) of personality traits are: Extraversion -Agreeableness - Conscientiousness – Neuroticism-Openness to Experience The STAI Form Y measures anxiety and clearly differentiates between the temporary condition of “state anxiety” and the more general and long-standing quality of “trait anxiety”. RESULTS: Our football players were mainly midfielders (39) and defenders (31), with most active for > 10 yrs. Clinical examination revealed that most prevalent injuries were muscle and ankle strains (68%) and most injuried anatomical structures were ligaments followed by tend

Introduction During adolescence (A) individuals experiment a great number of changes in their own body. At the same time, physical activity represents an important element for health and physical efficiency. Unfortunatly, PA practice often ceases at the start of high school. The purpose of this study was to investigate the performance of 14 y old students during their first week in high school. Data were collected for 7 consecutive years (2005-2011). Material and methods Every year in September the students of an high school (Milano city) performed the 1000m run test. All students followed the same path and were assessed by the same teacher. Over than 500 students (228 M and 280 F) were tested during the first lesson of Physical Education (PE). Thus, every year 72 students (on average) were tested about physical efficacy during the transition from middle to high school. Thus a useful baseline could use to set the educational programs. All students lived in the city (1) since their birth. Results These tests show a different trend between boys and girls. In particular, boys increased the performance during years while girls are fluctuating. Boys students run the test in 293sec ± 34 (data pooled within years) while girls in 338sec ± 32. The best performances were 210 and 251 sec (M and F respectively) while the worst 416 and 445 sec. In 2005, male run the test in 318 sec while during September 2011 the 14y old students took only 285 sec. Indeed boys decrease, every years, the time spent to run the test of about 5,5 sec. Girls were not constant or regular following a decreasing or increasing trend. Their were, always, more slow than their same age mates: from 5 sec (in 2005) to 71 sec (in 2006) of difference. The best years for girls was 2005: mean speed about 3,1 m/sec. Girls shown a minor variability (each years) while boys group obtained variation close to 45 sec. Discussion The use of motor fields tests allows a valuable monitoring about physical skills. The repeti

Introduction Urban environment may effect the physical practice, of the student population. Many sporting facilities are present in a city but sedentary approach is more typical in a city than in a rural environment. Often, in a large city (like Milano) students play sport or engage in physical activity only during physical education classes (1). The purpose of this study was to compare the same physical performance after five years: during the first and last years of high school course. Material and methods During the first month of high school (September 2005) the Physical Education teacher assessed the 1000m run test to their student. After five years (September 2011) 196 students (108 male and 88 female) repeated the test. All phases of the test were carried-out by the same teacher in the same path (outdoor). All students were sedentary and lived in the city since their birth. Results In the first session boys spent 5min (±28s) to cover the path while girls used 42s (±43sec) more than male (340 s). No girls used less than 300 sec while only one boy run 1000m more than 360sec. After 5 years the 70% of boys increase the performance using, on average, 42s less to cover the run distance. The girls showed a poor improvement: only 55% of them decrease the time. Mean speed of the girls was 2,96m/sec. Both boys and girls decrease the mean variation: boys from 37 to 34sec; girls from 43 to 30sec. The best gaps between the two tests were 60sec and 94sec for females and males respectively. No significant correlations were found between time spent and anthropometric characteristics. Also, after five years, the performance did not correlate with weight and height: r=0,006; r=0,21 and r=0,28; r=0,19 within male and female respectively. Discussion The current data show population’s characteristics that seem specific of a city environment. Indeed only the sedentary students who play games and perform physical activity during Physical Education classes showed improved running pe

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