The global prevalence of sedentary lifestyles and the associated health risks, such as cardiovascular, metabolic and mental issues, is an epidemic worldwide problem, particularly in the university population. Background/Objectives: University students are particularly vulnerable because of academic pressure and lifestyle changes. Despite the well-known benefits of physical activity in reducing mental stress and improving physical and mental well-being, the literature lacks effective interventions and standardized protocols for this population. This study aims to investigate the state of the art in literature regarding the correlation between the use of physical activity as a means of prevention and intervention and the effects on university students’ stress and mental well-being. Methods: A scoping review was conducted using the PRISMA protocol for scoping reviews, targeting university population with specific terms. Results: The review analyzed 61 articles and identified a consistent positive correlation between physical activity and stress reduction. Interventions included yoga, tai chi, aerobic exercise and moderate- or high-intensity exercise. A lack of standardized protocols were also evident. Conclusions: Physical activity is an effective means for managing stress and improving mental well-being among university students. An integrated approach combining different forms of exercise and strategies to regulate emotions could provide very effective effects on the mental well-being of students. Universities should propose physical activity programs in several forms to enable students to choose the most appropriate one and keep them active.

Background: University students are particularly vulnerable to psychological distress due to the transitional nature of this life phase and increasing academic, social, and financial pressures. Accumulating evidence indicates that lifestyle behaviors—especially nutrition and physical activity—play a critical role in shaping mental health, cognitive functioning, and overall well-being in this population. Methods: The objective of this scoping review was to systematically map the literature on the combined impacts of diet and physical activity on psychological well-being among university students. Following PRISMA-ScR guidelines, an initial search of three major databases (PubMed, Sciencedirect, and Wiley) yielded 718 articles. After a multi-stage screening process, 39 articles of various designs (including cross-sectional, interventional, and review studies) focusing on non-clinical student populations were included. The studies were then thematically analyzed. Results: While most research explored isolated behaviors, a smaller set of integrated studies revealed synergistic effects, reporting enhanced outcomes in mental health and quality of life. Notably, several articles proposed practical strategies—such as app-based tools, structured wellness initiatives, and interdisciplinary educational programs—as effective means to support healthier habits. Conclusions: The evidence strongly suggests that universities should prioritize holistic, multi-component wellness strategies over siloed, single-behavior initiatives. Developing integrated programs that combine nutritional education and physical activity support represents a practical and effective approach to enhance student well-being.

Objectives: This study aimed to evaluate the effectiveness of a structured multisport play-based program on the development of motor coordination in Italian children aged 6 to 10 years, using the Körperkoordinationstest für Kinder (KTK). Methods: An observational cross-sectional design was applied, involving 320 children (mean age 8.1 ± 1.4 years; 52% male) from the Puglia region in southern Italy. Participants were divided into a Multisport Group (MG; n = 162), engaged in multisport activities, and a Curricular Group (CG; n = 158), involved in standard physical education programs. Anthropometric measurements (weight, height, and BMI) and motor coordination outcomes (Motor Quotient, MQ) were assessed using the KTK. Statistical analyses included ANOVA, Pearson’s correlations, and logistic regression models. Results: The results showed that the MG achieved significantly higher MQ scores (108.3 ± 12.5) compared to the CG (101.2 ± 13.4; p < 0.001). Moreover, higher BMI values were significantly associated with an increased risk of lower MQ scores (OR = 2.35; 95% CI: 1.45–3.81; p < 0.001), indicating that children with elevated BMI had more than twice the likelihood of showing impaired motor coordination. Strong positive correlations were found between all KTK subtests and the total MQ score. Conclusions: Participation in structured multisport programs appears to enhance motor coordination in children and may represent a valuable educational and preventive strategy within primary school physical education and public health interventions.

Balance is a key determinant of movement quality and injury prevention in dance, yet targeted dynamic-balance training is rarely embedded in adolescent curricula. This controlled experimental study evaluated a 10-week proprioceptive add-on protocol integrated into Latin American dance practice on neuromotor performance in adolescent female dancers. One hundred twenty-four participants were allocated to an experimental group (EG; n = 62) or a control group (CG; n = 62). Outcomes were the Y Balance Test (YBT; composite and inter-limb asymmetry), Pediatric Reach Test (PRT; anterior and lateral), Single-Leg Landing Stability Test (SLLST; time to stabilization), and countermovement jump (CMJ; bilateral and single-leg). The EG completed 25–30 min of progressive balance work twice weekly before class, while the CG continued standard technical training with matched volume. Compared with the CG, the EG showed clear pre–post improvements in YBT (bilateral composite increased; asymmetry decreased), PRT (anterior and lateral increased), CMJ (bilateral and right single-leg increased), and SLLST (time to stabilization decreased), with significant group × time interactions across domains. Specifically, improvements were significant for Y Balance Test composite scores (p < 0.001), Pediatric Reach Test (p ≤ 0.01), countermovement jump (p < 0.05), and time to stabilization (p ≤ 0.01), confirming robust within- and between-group effects. These findings indicate specific neuromotor adaptations attributable to the integrated protocol. Beyond performance enhancement, the proprioceptive program may contribute to injury prevention, better postural efficiency, and safer execution of complex dance movements in adolescent dancers.

Background: Children and adolescents with hearing loss frequently experience reduced participation in physical activity and impairments in balance and postural control, often associated with vestibular dysfunction and altered sensory integration. In this context, school-based motor interventions may represent an accessible strategy to support functional balance. The present study investigated the effects of a 12-week dance- and rhythm-based motor programme implemented within the school curriculum on static and dynamic balance in students with hearing loss. Methods: Twenty-five participants were randomly allocated to an experimental group (n = 15), which received the intervention in addition to standard curricular activities, or to a control group (n = 10), which continued with regular school-based physical activity only. Balance was assessed at baseline and post-intervention using stabilometric measures under eyes-open and eyes-closed conditions and the Pediatric Reach Test. Results: Stabilometric outcomes showed mixed patterns: improvements over time were observed in both groups under eyes-closed conditions, whereas under eyes-open conditions greater reductions in sway were detected in the control group. A significant Group × Time interaction emerged exclusively for backward reach performance and for the composite balance score, indicating a relative preservation of posterior dynamic balance and a more favourable multidimensional adaptation in the experimental group. Conclusions: These findings suggest that dance- and rhythm-oriented motor activities integrated into school settings may support specific, functionally relevant components of balance in students with hearing loss, although the results should be interpreted with caution due to the small sample size and the heterogeneity of the participants.