From biomechanics to learning: Continuum for the theory of physical and sports education

The structures of the human body allow biomechanical movements in a series of kinetic sequences. The study of movement is often characterized by the excessive use of new technologies that also invade dynamics with deterministic hypotheses that are only of computer engineering and only for diagnostic aspects of bioinformatics. Biomechanics is therefore often reduced to the expansion of statics and kinematics without any consideration of dynamics in the full sense of the meaning. The dynamic is the basis on which all the laws of movement are implemented, attributing a cause that includes the reaction to the stresses integrated by the decision choices of each individual person. Integration is characterized by the quality of decisions that characterize the difference between motor learning. Decisions are generated by the learning teaching processes to which every human being in developmental age is subjected. It is clear that biomechanical acquisitions can make an important contribution in the evaluation and management of problems affecting human movement, but, in an integrated way, they need other knowledge and interventions to be truly effective in their application

Effects of training fatigue on performance

Training exposes athletes to various types of load, often beyond their tolerance threshold. This, without adequate recovery, leads to the accumulation of fatigue. Fatigue can negatively affect the athlete's performance capabilities in terms of force production and motor control. Coaches should have knowledge of the effects of fatigue in order to better plan training avoiding phenomena that qualitatively and quantitatively limit performance or the occurrence of injuries. The aim of the work is to clarify the effects of exercise-induced fatigue, differentiating between central fatigue and peripheral fatigue, in order to provide correct information to develop specific post-exercise and post-workout recovery strategies. The study was carried out through the recognition, by PRISMA method, in the scientific literature of the theories and practices validated and disseminated in the world of sport to optimize training plans. The study reveals a differentiation on the origin of fatigue: in fact, we speak of central fatigue and peripheral fatigue. Both have different effects on the muscle response to training. For this reason, it must be considered differently in the management of loads, in terms of intensity, volume, frequency and density, in order to optimize the programming for reaching the peak performance, without overtraining. The data have been utilized by personal trainer to plan for every type of athlete to reach a better individual performance

Approaches to motor learning: Cognitive approach versus ecological dinamyc one

The aim is to deepen the knowledge on the scientific evidence between the biomedical and pedagogical part and on the differences of the two approaches commonly used for teaching / learning processes: the cognitive and ecological-dynamic approach on one's own characteristics and specific paradigms. The retrieval of scientific literature took place through the use of specialized web research on: PubMed, Google Scholar, Scopus, PMCfreearticle, CrossRef by PRISMA method. Motor learning is the stabilized execution of a given movement, executive technique, or gesture. It means that in the face of a number of repetitions most are performed correctly. Cognitive approach places the person at the centre of the teaching / learning process, neglecting the inferences that the surrounding environment produces. Ecological-dynamic approach, which considers motor coordination as an organization emerging from the peripheral constraints of the system rather than from central control structures, is defined as ecological, since it does not consider the aspects of motor coordination within the individual but, more generally, the complex interaction between the individual and the environment and the circular relationship between perception and action. The characteristics and paradigms of two approaches highlight two opposite ways to motor learning with an unsolved problem on which one is correct to use in physical education and sports performance

Muscle strength and the complexity of human movement

The mechanisms that influence the ability to produce muscle force are to be found not only in structural or biomechanical elements, but also in factors inherent to inter and intramuscular control and coordination. In the execution of the motor gesture, the body, functioning as a system, produces a quantity of force which, to be effective for the intended purposes, must be managed and integrated by the nervous system. The various expressions of force must be considered in relation to the function. Too often, motor and sports training specialists focus on the development of strength in a rigid and standardized way, following pre-established patterns for every need. The objective of the study is to increase the knowledge of the characteristics that distinguish the different types of force expression through an approach that emphasizes their functionality. Through the PRISMA method, search engines (PubMed, Google Scholar, Scopus, PMCfreearticle, CrossRef). In conclusion, the study provides an alternative interpretation of the force that is expressed in different ways in relation to the purpose, leaving out, for this reason, reductionist classifications, not very applicable to biological systems

The educational value of the rules in five-a-side football

The rules of the game of team sports and the technical and tactical modalities applicable to them are indispensable for practicing sports in a competitive way. The correct competition arose from the automatic mechanism of the sanction following the infringement of a game rule which is also aided by the relational dynamics of the individual members of the group who claim the application of the rule to continue playing. The competition can also be self-regulated by the two groups that compete for the victory without even the referee's decisive action as always happens in training activities. This phenomenon is found only in those contexts where the rule is necessary and sufficient on its own to guarantee the orderly development of activities. The aim of the study is to identify the significant elements of the five-a-side football rules, and the related technical and tactical behaviours, to identify an inventory of significant behaviours. The method is documentary archive research for the analysis of the game rules of the team sport in question, and a subsequent comparative method among the grids of indicators, descriptors and weights that classify rule, technique and tactics. The expected results will focus on the fair presence of the significant elements and the commonality or discrepancy between team sports. The data is useful to measure the quantity of significant behaviours in order to qualitatively elaborate the value of each of them compared to the other current behaviours of the quantitative performance and to establish the connections

Neuromuscular adaptations to a motor skills training program for adults with intellectual disabilities

The purpose of this study is to demonstrate the relationship between an injury reduction program and the improvement of stability and muscle strength in adults with intellectual disabilities because, so far, the impact of strength training has been little studied in people with intellectual disabilities. Specifically, a sample of 16 people (aged between 20 and 40) divided randomly into 2 groups: A experimental with specific protocol and control B with traditional program. The training period lasted 3 months with 3 sessions per week. Tests were administered before the start of the program and after 3 months to assess stability and physical fitness. Physical fitness tests assessed the functional aspects of muscle strength and endurance, as well as flexibility. In order to identify the factors associated with the participation of physical activity among active subjects, staff and assisted placement organizations were asked to identify the people they believed to be physically active. The results indicated differences in performance between the two groups. Group A presented better strength in the lower limbs and increased mobility with the use of Pearson's correlation statistical tool and Student's t test. Therefore, the null hypothesis is confirmed

The educational value of the rules in five-a-side football

The rules of the game of team sports and the technical and tactical modalities applicable to them are indispensable for practicing sports in a competitive way. The correct competition arose from the automatic mechanism of the sanction following the infringement of a game rule which is also aided by the relational dynamics of the individual members of the group who claim the application of the rule to continue playing. The competition can also be self-regulated by the two groups that compete for the victory without even the referee's decisive action as always happens in training activities. This phenomenon is found only in those contexts where the rule is necessary and sufficient on its own to guarantee the orderly development of activities. The aim of the study is to identify the significant elements of the five-a-side football rules, and the related technical and tactical behaviours, to identify an inventory of significant behaviours. The method is documentary archive research for the analysis of the game rules of the team sport in question, and a subsequent comparative method among the grids of indicators, descriptors and weights that classify rule, technique and tactics. The expected results will focus on the fair presence of the significant elements and the commonality or discrepancy between team sports. The data is useful to measure the quantity of significant behaviours in order to qualitatively elaborate the value of each of them compared to the other current behaviours of the quantitative performance and to establish the connections

Tennis and learning through the Fit Junior Program: Observations and results for the didactics aim

For some years, the Italian Tennis Federation has made use of the national didactic evaluation and learning quality certification system of the Fit Junior Program, geared at accompanying young students on an introductory path consisting of a series of steps, with the aim of dividing learning into goals. With respect to this program, the aim of this study is to observe the learning of tennis within a group of “Dolphin level” beginner children, of the Potenza Tennis Club. Attention was focused on the evaluation of five technical aspects: strikes with feet planted firmly on the ground; strikes by swinging the racket forward; also uses the non-dominant limb; shifts body weight from back to front; and strikes the ball at the right time. Each of them has been assigned a value between 1 (poor skill) and 5 (excellent skill), based on the skills acquired by the child during the five months of observation. The children underwent an evaluation both before and after the training period. Through the use of the Pearson correlation, it can be said that the working method carried out has made it possible to achieve positive results, confirming the effectiveness and validity of the Fit Junior Program

Tennis and learning through the Fit Junior Program: Observations and results for the didactics aim

For some years, the Italian Tennis Federation has made use of the national didactic evaluation and learning quality certification system of the Fit Junior Program, geared at accompanying young students on an introductory path consisting of a series of steps, with the aim of dividing learning into goals. With respect to this program, the aim of this study is to observe the learning of tennis within a group of “Dolphin level” beginner children, of the Potenza Tennis Club. Attention was focused on the evaluation of five technical aspects: strikes with feet planted firmly on the ground; strikes by swinging the racket forward; also uses the non-dominant limb; shifts body weight from back to front; and strikes the ball at the right time. Each of them has been assigned a value between 1 (poor skill) and 5 (excellent skill), based on the skills acquired by the child during the five months of observation. The children underwent an evaluation both before and after the training period. Through the use of the Pearson correlation, it can be said that the working method carried out has made it possible t

Methodological indications for motor and sport education in primary school

Motor-sports education in the Italian primary school and its didactic and organizational issues have long been a central theme of the political and scientific debate; however, the various actions carried out so far have not been sufficient to recognize properly educational content and methods, often reducing the time of curricular physical education or the design experiences of motor and sports literacy to simple physical-technical exercises. This study, through archival research with a documentary approach, aims to extrapolate from the thematic nuclei of the national indications for the primary school curriculum those methodological elements that can contribute to a better motor education sport in the age group 6-11 years. The proposals identified are aimed at fostering both the development of technical-tactical skills of sports disciplines adapted to age, and the transversal inferences on social skills (key competences)