This study explores the complex role of the diaphragm, traditionally considered essential in respiratory physiology, expanding understanding of its multifunctionality. Beyond respiratory mechanics, the diaphragm contributes to postural stabilization, lumbar support, and regulation of intra-abdominal pressure (IAP). By analyzing the diaphragm's eccentric contraction, we introduce two innovative concepts: "Diaphragm Antagonist Muscles" (DAM) and "Centration". DAM represents an evolution of the abdominal belt concept, integrating the pelvic floor and lower posterior trunk muscles. This muscular synergy is vital for respiratory dynamics and functions such as posture and integrity of the musculoskeletal, pressure, and postural systems. Centration, proposed as a conscious modulation skill of IAP, activates a neurophysiological interaction between the diaphragm, lower posterior trunk muscles, and the pelvic floor, revealing new implications of the diaphragm in sports, health, and kinesiological contexts.

In an era that increasingly emphasizes the importance of sustainable lifestyles, this study aims to explore the potential role of physical education in improving, through the training of proprioception and peripheral vision, self-awareness and attention, and to verify their possible correlation with virtuous behaviours. Utilizing applications of the Synchrony methodology within the context of embodied cognition, it is hypothesized that a greater sense of bodily awareness, achieved through targeted physical training, may promote behaviours oriented towards sustainability. This hypothesis is based on the idea that enhanced self-awareness and/or attention could lead to a better understanding of one's living space, personal choices, and their consequences, thereby increasing responsibility towards the shared living environment. A pilot observational study and a subsequent experimental study involving 84 high school students were conducted to outline these potential aspects of indirect connection between specific physical training and more responsible behaviours, with the aim of helping, in the future, young people to develop such qualities also through specially designed physical education methodologies.

Background: During growth, the reduction in motor control makes core stability training essential, especially in sports involving dynamic jumps. Given the limited training time of adolescent athletes, finding strategies to maximize the effects of core stability training is crucial. This study analyzed the effects of incorporating body-centering techniques (a method that involves conscious modulation of intra-abdominal pressure to enhance postural stability during motor gestures) into a core stability training protocol on balance, trunk control, and lower limb explosive strength in adolescent volleyball players. Methods: Forty-four female volleyball athletes (15.6 ± 1.4 years of age) were randomly divided into three experimental groups: G1 = body-centering + core stability training; G2 = core stability training; and G3 = standard conditioning session. The athletes performed 30 min of differentiated intervention training twice a week for 8 weeks. Balance ability (Berg Balance Scale—BBS and Stork balance stand test—SBST), trunk control (Trunk Control test—TCT), and lower limb explosive strength (broad jump—BJ, squat jump—SJ, and drop jump—DJ) were assessed at the beginning (T0) and the end (T1) of the intervention period, and 12 weeks later (T2). Results: Data showed a significant improvement of BBS, SBST, DJ (p < 0.01), and TCT (p < 0.05) in G1 and G2 at T1 compared to T0, which persisted until T2 except for DJ in both groups. SJ improved only in G1 at T1 compared to T0 (p = 0.016). G1 showed a higher rate of improvement in SBST (T1: +18.2%; T2: +16.8%) and in DJ (T1: +3%) compared to G2 (SBST T1: +7.6%, T2: +5.2%; DJ: +2.5%). In addition, only G1 showed a significant improvement rate in BBS score (+2.2%) compared to G3 (+0.4%) at T1. Conclusions: These results suggested that core training improves balance, trunk control, and explosive strength in young volleyball athletes with and without body-centering. However, integrating body-centering into core exercises leads to better balance and jumping power than core stability training alone.

This chapter examines the effectiveness of integrating traditional and modern motor games in technical sports learning and peer support within physical education. Conducted in a primary school, the study compared traditional and modern javelin throwing using game-based teaching progressions. Pre- and post-intervention evaluations included variables such as technical learning, active participation, and mutual support involving two children with Down syndrome. Traditional games emphasized rituals and collective belonging, while modern games focused on technical efficiency. Results revealed significant improvements in inclusion and participation parameters in Group 1 (traditional games) compared to Group 2 (modern games), particularly for the child with special needs. The study highlights the potential of traditional games in aligning with Sustainable Development Goals (SDG 4 and 10), fostering equality, inclusion, and multisectoral learning. The traditional approach could help promote peer support by reducing inequalities in educational practices.