Sport evaluation is a fundamental moment in the training process of every athlete, every team and is an indispensable support for the coach. The aims and all the aspects related to the assessment, will be taken into consideration, together to that can have a positive eff ect on performance, allowing each athlete, team and coach a good workout or match, whatever their competitive level. The approach is argumentative theoretical for the part relating at the training theory. Firstly, summarizing and deducting the scientifi c idea of research and of apply it in the practices of measurement and evaluation of the sport performance. One of the topics investigated is the relationship between genetic factors and training factors, in determining the performance of an athlete. The athlete's evaluation process should be useful in setting up and controlling the training and providing information to improve sport performance.

Italian academic system is structured on 4 hierarchical levels. The basic level for physical and sports education is composed by 2 academic scientific-disciplines: Methods and Teaching of physical and sports activities to aim to research the theories, techniques and methods for general physical education or addressed to particular groups or age classes and to train and practice for different sports activities, the evaluation of performance and athletic aptitudes. The superior levels are academic recruitment field Didactics, special pedagogy and educational research to aim on Education for physical and sports activities, group of academic discipline field of Pedagogy and, finally, discipline area of historical, philosophical, psychological and pedagogical sciences. While European Research Council consisting of 3 areas: Social Sciences and Humanities, Physical Sciences and Engineering and Life Sciences, 25 panels and 333 subpanels. The aim is to research the scientific identity of physical and sports education in the current framework of rules with the identification and comparison between the systems keywords and subpanel ERC 2018. It was being identified by the 2400 keywords of Italian National University Council: Physical training, learning, human movement and sport education, sport pedagogy, motor development and by the ERC subpanels: Health, Cognitive basis of human development and education, Learning. The comparison between them is complex but configurable and emerges a gap for the two different method settings because of the misalignment between them. The effect is that the Italian system has a dichotomy between research and training with consequences for grant and funding abroad such as the European Research Council.

Research purpose. The present study aims to examine the changes in physical activity levels during the lockdown due to COVID-19 in Italy. In particular, it aims to evaluate the impact of physical exercise on psychological health, how much the home environment influences the desire to train and what people think about Smart-fitness and sport in general. Materials and methods. A sample of 268 people from the province of Salerno participated in the study, with an average age of 26 years. To achieve the tasks set, the study relied on the following methods: analysis of scientific literature, formulation and administration of a questionnaire and data analysis through methods of mathematical statistics. A structured questionnaire was prepared, disseminated through social networks. To analyze the data, the Social Sciences Statistical Package (SPSS) and descriptive statistics were used to calculate the demographic variables. The factor analysis was also calculated to verify the characteristics of the sport considered important by the participants. Results. The results obtained made it possible to understand the main type of physical activity carried out during the quarantine (aerobic activity 35%, functional training 27%, anaerobic activity 19%), the time dedicated to each session (52.8% practice for 1 hour) and the weekly frequency of the same (42.9% practice physical activity continuously more than ¾ times a week). It was also understood the reasons that prompted the interviewees to train, the way they planned their session and the equipment used. Finally, it was shown that the majority of the sample (64.17%) knew smart fitness considering it an interesting activity, and the influence attributed to the home environment by a scale of values from 1 to 5. Furthermore, the factor analysis shows us the most relevant aspects wich respondents attributed to sport. More frequently, respondents place greater importance on being loyal and correct, on the contrary, lower values are attributed to the importance of earning money, and not to disappoint others. Conclusions. The study found that COVID-19 did not stop athletes, who quickly adapted to the new situation. The home environment has proved to be very influential on the desire to train, despite this, they hope to return to the gym as soon as possible.

Transversal skills are the knowledge, skills, and personal qualities that are currently needed to meet the demands of the working world and everyday life. Schools have the task of equipping students with these skills, working not only on disciplinary goals but also on operational–behavioral goals. In 2018, the European Union adopted new recommendations on eight key competencies for lifelong learning and asked schools to implement new methods to develop these recommendations. To be successful, it is necessary to stimulate students’ development of these competences, which are also called soft skills, from the earliest years of the school experience. Physical education (PE) is called upon to make its contribution. In Italy, the two teaching methods used during PE classes are prescriptive teaching and heuristic learning. It is not clear which of the two methods is the most effective in improving soft skills, especially the skills involved in teamwork. The objective of this article was to compare the effects of these two teaching methods on students’ teamwork skills during PE classes in primary schools. After verifying the normality of the data, a Student’s t-test for dependent samples was performed to assess pre-test and post-test differences in each of two groups, while a Student’s t-test for independent samples was performed to compare the two groups after 3 months. Heuristic learning proved to be the most effective method for improving teamwork skills. The results may make an important contribution to future teacher training on the most effective teaching methods for developing students’ soft skills.

Currently, physical inactivity and sedentariness in children are becoming increasingly common, resulting in children’s poor ability to perform basic motor patterns. It is important to find strategies that instructors can adopt to improve awareness of the importance of physical activity for health and wellness, as well as motor efficiency. Two teaching methods can be used: prescriptive teaching and heuristic learning. The aim of this study was to compare these two methods to determine which is the most suitable for developing motor efficiency. An additional aim was to verify the children’s level of enjoyment and self-efficacy through questions on perceptions and, subsequently, on awareness of the activity performed distinctly from perception. The sample consisted of 28 children randomly divided into two groups: HEUR-L, performing activities using heuristic learning, a basic method in ecological approach; and PRES-T, using prescriptive teaching, a basic cognitive method. A motor-efficiency test (TEM) and a survey were administered. A two-way ANOVA with repeated measures was used to test differences in motor efficiency. A Chi-square (χ²) test was used to compare differences between groups in terms of perceptions in enjoyment and self-efficacy and, on a second test, awareness of the activity performed. The results were statistically significant (p < 0.05). Both teaching methods improved motor efficiency, although HEUR-L did so to a greater extent. Differences in perception were found in terms of enjoyment and self-efficacy (p < 0.05), whereas there was no difference in terms of awareness (p > 0.05). Although both methodologies led to improvements in motor-pattern development, heuristic learning was found to be the most effective method to improve motor efficiency, relationships and self-efficacy.