Physical education (PE) at school is an important starting point for long‐term interventions improving quality of life in elderly. To evaluate the effectiveness of professionally led PE on motor and health‐related abilities of Italian primary schoolchildren (3rd–5th graders), three schools were assigned to the experimental groups “A” (38 pupils, 17 M, 21 F) and “B” (37 pupils, 16 M, 21 F), and to control group “C” (26 pupils, 18 M, 8 F). All groups underwent a six‐month, twice‐a‐week (60 min each session) PE intervention. The PE program of the EGs was age‐tailored, included strength training and was administered by specialised teachers. Group A and B programs differed in the strength training devices used, while they were identical in terms of training load. The control group program was not structured and administered by generalist teachers. At baseline and follow‐up, children underwent a motor and health‐related abilities test battery. At follow‐up, children in group C gained significantly more weight than children in the EGs and scored significantly less than the children in the EGs in the following assessments: counter movement jump (C:+0.15% vs. A:+4.1% and B:+6.99%), plate tapping (C:+13.56% vs. A:+19.37% and B:+36.12%), sit‐and‐reach (C:−311.15% vs. B:+409.57%), pinch strength (C:+2.39% vs. B:+10.83, on average) and sit‐up (C:+29.69% vs. A:+72.61%). In conclusion, specialist‐led pupils demonstrated greater increases in some motor and health‐related abilities tests compared to generalist‐led peers, while different strength training devices produced comparable increases of strength in both EGs.

In this review, a critical reading of the literary and scientifi c production focused on the themes of the body, movement and language learning was carried out, with particular consideration given to alternative teaching methods that use movement to favour the cognitive process. After searching the databases of Pub Med, PsycInfo, Sport Discus, Psyc Articles and Eric electronic, the choice was narrowed down to 8 international scientifi c studies with publication dates ranging between the years 1999 and 2017 concerning preschool subjects between 2 and 5 years of age, excluding those regarding other target users and/or particular characteristics such as pathologies, obesity, and nutrition. All of these studies analysed the benefi ts of motor activity on language, communication, learning and academic performance. Of the 7 fi ltered studies, 4 examine the specifi c relationship between motor activity and language, while the other 3 between language and general academic performance. Through the analysis of the fi ltered reports and some of the bibliographical references used, we conclude that motor activity positively infl uences language, attention and concentration of the pupils in this age range, with eff ects on academic performance. Furthermore, it also improves motor skills as a result of decreased sedentary behaviour.

Physical activity breaks in the classroom are an efficient way of promoting healthy behaviors in students, enhancing the development of their cognitive and academic abilities. The effects of active breaks, which are exclusive to the academic environment, are sometimes conflicting. This research was carried out to identify the properties and consequences of active breaks and physical activity during classes in school age. We have examined multiple databases, and we have selected 41 papers accounting for a time span of 15 years. Most papers revealed positive outcomes for improving skills related to mathematics, language, reading, comprehension, as well as cognitive and executive functions. Overall, the results of this review corroborate the theory that physical education in schools is positively associated with academic performance in children. Schools are suitable for promoting physical activity in developmental age, and research shows that there are instances in which increasing it could be beneficial. Physical activity in the classroom allows children to be active at school. To achieve these results, teachers can integrate physical activity into traditional classes, thus making them physically active. However, some teachers criticized this teaching method stating that physical activity during classes might have a negative effect on the children’s behavior during assignments. Education researchers keep investigating in order to fully assess the positive impact on academic performance, behavior during classes and cognitive functions.

The youth soccer is always important especially for the assessment and the data of development of skills. The monitoring of them it could be important for the trainer to reorganize the planning of training and for the adaptation to individual athlete Aim of the study is to recruit the quantitative data about the anthropometric and performance aspects for reutilize to rearrangement of training planning. Method is experimental and has to carry out the usual parameters for monitoring the trainings. Anthropometric data are weight, height, BMI and performance data are Vo2max (Cooper) speed triangle test (three corner run) and speed test with (dribbling) on a sample are 13 athletes of 13 years old that play championship under 14. BMI Data shows 6 weight, 4 in overweight risk and 3 in overweight. Cooper test data shows 2 above-average, 5 average, 5 below average and 1 poor. Mean speed triangle test 32.38 seconds, mean dibbling test 25.39 seconds. The results have to be useful for tool method of training.

The football game is the most beloved sport among society, especially for its emotional and recreational worthiness. Dribbling is the most important ability. It is intended to be as the capability of keeping the ball afloat preventing it from touching the ground by using the two lower limbs. The most time the ball lingers afloat, the highest level the doer shows to have achieved. The main point of this research is to spot the most adequate educative method in dribbling. By confronting two different learning methods, I have tried to develop a way of making headways in the above process. On the one hand the cognitive approach in the scientific paradigm turns out to work with a fabricated set of rules within which the little boy must move, whereas in the eco-dynamic approach the heuristic way of learning is followed. The results give out two solutions: the first one shows an increasing ability pursued by gradual repetitions, beginning with a low degree of complexity up until a major difficulty; the last one aims at getting gratification on "no ruling" ground. In the first case, the players must stick to the coach's orders and timing conditions. In the second one the doers are just given the space and tools, neither timing nor conditions are set. They only have to express themselves as much as they like. Both methods grasp to the ordinary educational system.