Background: Stigma is a pervasive, though understudied, psychosocial factor affecting people with multiple sclerosis. This review synthesizes the literature on the impact of perceived, enacted, and internalized stigma on psychological health and illness identity in PwMS. Methods: A comprehensive narrative review approach was adopted, integrating findings from peer-reviewed quantitative and qualitative studies. Databases including PubMed, PsycINFO, and Scopus were searched using combinations of terms such as “multiple sclerosis”, “stigma”, “internalized stigma”, “mental health”, and “illness identity”. Studies were included if they reported on stigma-related outcomes in PwMS, discussed psychological or identity variables, or examined interventions aimed at reducing stigma or enhancing adaptive identity. The analysis focused on thematic synthesis, identifying recurrent findings, mediating mechanisms, and clinical implications. Results: Stigma in MS is consistently linked to higher depression, anxiety, and lower quality of life. Internalized stigma disrupts illness identity, often fostering engulfment and rejection of the self. Psychological mediators—such as cognitive fusion, diminished self-compassion, and weakened sense of coherence—amplify these outcomes. Particularly vulnerable are individuals with progressive disease, severe disability, minority status, or limited social support. A recursive loop emerges: stigma triggers psychological distress, which increases stigma awareness and social withdrawal. In addition to traditional psychological interventions, several emerging approaches have shown promise in reducing internalized stigma and fostering adaptive identity integration. Conclusions: Stigma is a central factor in emotional suffering and identity fragmentation in PwMS. Integrative, narrative-informed, and culturally sensitive interventions are essential to reduce stigma and foster resilience. Future research should prioritize longitudinal, mixed-method approaches to develop effective, scalable solutions.

Background: This research explored how tele-exercise influenced physical fitness and mental well-being in individuals with and without disabilities and with different training habits. Methods: One hundred and ninety-three participants were categorized into two groups: athletes and non-athletes. Participants were involved in either synchronous or asynchronous tele-exercise programs of two or three sessions of workouts per week, lasting eight weeks. Psychological well-being was evaluated pre- vs. post-intervention by the WHO-Five Well-Being Index (WHO-5), Psychological General Well-Being Index (PGWBI), and Perceived Stress Scale (PSS-10). Fitness assessment tools included the 2-minute step test, curl-up test, forward bending test, and squat test. Body weight was also assessed pre- and post-intervention. Results: The analysis showed a significant increment in all fitness scores (p-value ranged from <0.001 to 0.015) with no change in body weight. Psychological tests indicated an overall increment in the participants’ well-being measured by the WHO-5 and unexpectedly, also in the stress level assessed through PSS-10. Conclusions: Enabled by technology, tele-exercise provides a flexible and convenient complementary approach to conventional workouts, helping individuals maintain an active lifestyle and improve their well-being. Positive effects on the sedentary population’s lifestyles are discussed.

Postural stability is influenced by several anthropometric factors as well as age. The aim of this study was to investigate the relationship between body height, body mass, BMI, and arch index with stabilometric parameters in physically active young adults. A total of 169 sport science university students participated in the study. Their arch index and their stabilometric parameters were measured using the P-Walk BTS platform. Spearman’s rank correlations showed a significant positive correlation between body mass and arch index (r = 0.25, p = 0.001), and BMI and arch index (r = 0.30, p < 0.001). Also, negative correlations were observed between body height and CoP speed (r = −0.22, p = 0.004) and CoP distance (r = −0.23, p = 0.003), as well as body weight and CoP speed (r = −0.17, p = 0.028) and CoP distance (r = −0.19, p = 0.015). Age was negatively correlated to postural sway variables (i.e., CoP distance, CoP area, and CoP speed). The findings suggest that, in physically active people, larger anthropometric values may confer stabilizing advantages, potentially due to increased body volume. Also, the significant correlation of age to stability metrics may highlight enhanced proprioceptive integration or adaptive neural mechanisms. The results highlight the importance of individualised proprioceptive training programmes, particularly for athletes of lower body mass or stature. Future research should extend on the results’ potential training and rehabilitative implications.

Relational psychomotricity is useful during childhood because it aims to support children’s overall development by integrating movement, emotions, and interpersonal relationships. Teachers’ and parents’ opinions and perceptions of psychomotricity are crucial for supporting its implementation and sustainability in school settings. The aim of the study was to assess the opinions of parents and teachers regarding the effects of psychomotor skills on children in the motor, affective, and relational domains. A sample of 72 teachers (49.47±10.18 years) and 72 parents (39.32 ± 5.64 years) of children aged 3–7 who participated in school-based psychomotricity programs completed an online questionnaire including nine Likert-scale items and one open-ended question. Results indicated a very positive evaluation by participants, with higher ratings for general satisfaction and for perceived changes in socialization, attention, language, and motor skills. The parents reported significantly higher ratings in 4 out of 9 Likert-scale items. Furthermore, participants largely agreed that the relational psychomotor program should be proposed again at school next year for the children. Qualitative responses to the open-ended question were categorized into 10 thematic clusters: socialization (reported by 47.2% of the participants), emotional regulation (41%), and self-esteem (22.2%) were the most representative. Overall, this study describes teachers’ and parents’ perceived value of relational psychomotor across multiple domains. Future research could benefit from more objective longitudinal monitoring of children's progress, but the strong and nuanced support from caregivers reported in this study should be interpreted as an indicator of acceptability and perceived benefit, representing a crucial step toward broader recognition and integration of relational psychomotricity in educational systems.

Background: Enjoyment in sport has emerged as a key psychological factor influencing exercise adherence and cognitive and emotional development. This exploratory study examined pre–post changes in selected cognitive and motor variables over a 15-week observation period and whether average enjoyment during soccer training was associated with cognitive and motor performance indices. Fifty-six players (M = 52; F = 4; age: 9.98 ± 0.70) were observed across 30 soccer training sessions over 15 weeks. Methods: Enjoyment was rated after each session using an emoji-based visual analogue scale, and cognitive performance was assessed before and after the observation period with tablet-based tasks. Results: Pre–post analyses showed significant changes in the Motor Efficiency Test (t55 = 3.15; p = 0.003; Δ = −19.4%; Cohen’s d = 0.42) and FlankTime (W = 1345; p < 0.001; Δ = −8.1%; rank-biserial correlation = 0.68). FlankAcc showed only a nominal, uncorrected distributional change (W = 323; p = 0.015; Δ = 0.0%). Enjoyment was not significantly associated with any of the cognitive or motor performance indices. However, enjoyment scores were clustered toward the upper end of the scale, indicating restricted variability that may have limited the ability to detect associations. Conclusions: These preliminary findings indicate changes in selected cognitive and motor indices over the 15-week observation period, without evidence of direct associations between perceived enjoyment and the cognitive or motor performance indices examined.