The impact of Baskin on promoting inclusion in a secondary School is one of the fundamental goals in the education of adolescents with and without disabilities. Baskin, an inclusive sport inspired by basketball, aims to encourage the active participation of all students regardless of their physical and cognitive abilities. This experimental study with a randomised parallel group design investigated the effects of a Baskin programme (12 weeks, two sessions per week) on class cohesion, self-esteem and inclusive attitudes in a secondary school. At the end of the intervention, the experimental group showed a significant improvement in all indicators of social inclusion and psychophysical well-being compared to the control group. The results highlight the potential of Baskin as an educational sport strategy to promote inclusion and the overall development of students.

This study investigates the effectiveness of an integrated school-based programme aimed at improving the psycho-physical well-being of secondary school students with eating disorders (ED). Using a qualitative-quantitative approach, standardised data collection instruments were used, such as the KIDMED test to assess adherence to the Mediterranean diet, the Rosenberg Self-Esteem Scale to measure self-esteem, and the Strengths and Difficulties Questionnaire (SDQ) to monitor emotional well-being. The six-month project combined nutritional education, physical activity and psycho-educational support to promote healthy eating habits, self-esteem and balanced growth. The results show significant improvements in the parameters of psycho-pedagogical well-being, adherence to a balanced diet and participation in motor activities.

This study explores the impact of integrating formal and non-formal learning in secondary school education through a mixed-methods experimental design. A total of 120 students (aged 14–16) from two secondary schools were randomly assigned to an experimental group (n = 60) and a control group (n = 60). The experimental group participated in a twelve-week interdisciplinary programme that combined traditional curricular subjects with non-formal educational practices such as sports, theatre, art, and community engagement, supported by digital learning platforms. Quantitative data were collected through validated instruments, while qualitative data were gathered through observations, focus groups, and semi-structured interviews with students, teachers, and parents. Statistical analyses (t-tests and ANOVA) revealed significant improvements in intrinsic motivation, psychological well-being, and sense of belonging among students in the experimental group compared to the control group. Thematic analysis of qualitative data confirmed these findings, highlighting increased collaboration, engagement, and inclusion. The results indicate that integrating formal and non-formal education fosters holistic learning, strengthens community ties, and promotes emotional and cognitive development. These findings provide empirical support for policies and pedagogical practices aimed at developing flexible, participatory, and sustainable educational models.

Combat sports such as judo offer a unique opportunity to develop emotional and social skills. This study investigates how the practice of judo influences anger management and promotes positive interpersonal relationships. A mixed methods approach combining qualitative and quantitative methods was used to explore subjective experiences and measure participants' emotional and interpersonal skills. The sample consisted of 60 judo practitioners and a control group of 60 non-practitioners, all students at a secondary school in Caserta, aged between 10 and 13. Data were collected using the Angry Cognition Scale-Revised and The Interpersonal Relations Test (TRI), supplemented by semi-structured interviews. The results show that judo not only helps to regulate emotions such as anger but also improves the ability to form positive relationships.

This study explores the effectiveness of Baskin—an inclusive sport discipline—as a pedagogical tool to promote school inclusion, social cohesion and motivation in secondary school students. The intervention, conducted on a sample of 600 students in four Italian institutions, adopted an experimental design with pre–post measurements and a mixed methods approach. The quantitative results, obtained by means of validated psychometric instruments (PIQ, Classroom Cohesion Scale, AMS), showed significant improvements in all variables investigated in the experimental group compared with the control (p < 0.001). The qualitative analysis, based on interviews, focus groups and reflexive diaries, highlighted five thematic areas: revaluation of diversity, improvement of the classroom climate, development of self-efficacy, restructuring of interpersonal relationships and request for project continuity. Baskin emerged as a comprehensive educational practice, capable of integrating corporeity, citizenship and critical thinking. The systematic inclusion of inclusive sport in the curriculum and initial teacher training is suggested, as well as the promotion of school networks and longitudinal studies. Baskin emerges as a pedagogy of participation that contributes to transforming school culture, making inclusion concrete.

This experimental study investigated the benefits of a basketball-based educational workshop to improve selective attention and the ability to inhibit automatic responses in 70 children from a first-year secondary school. The intervention had a significant impact on social inclusion and behavioural self-regulation, particularly for students with difficulties in these areas. By integrating physical and cognitive activities, the lab promoted cooperation and strengthened peer relationships, making the school a more inclusive environment. Changes in cognitive abilities were assessed using the Stroop test, The Index for Inclusion measured pre- and post-intervention levels of social inclusion. Statistical analyses using SPSS (version 27) showed significant changes in participants' performance, demonstrating the effectiveness of structured physical activity in improving executive function and cognitive development. The results highlight the importance of practical and playful educational strategies, such as sports workshops, to promote cognitive growth and create a more welcoming and cooperative school environment. This study adds to the literature demonstrating the value of interventions that combine physical and social activities to improve both learning and inclusion.