Sport is an increasingly popular phenomenon among people probably due to the parallel evolution of the
methods of development of physiological, technical and strategic capacities. People who play sports have
learned to pay more and more attention to the loads they put on their bodies. This is because it is know that
excessive loads during workouts can increase the risk of injuries. As the benefits of sport activity manifest
themselves in many fields like in disability, in the presence of clinical pathologies, for recovery prison and
especially in schools, it cannot be considered as simple gymnastics, since it involves physical, psychological, and
cultural aspects and for these reasons we now increasingly speak of sport pedagogy. Many definitions have been
proposed for the word training but all of them are almost always incomplete. This because training is to be
understood as a complex pedagogical process in which various factors come into play such as, for example,
motor, physical, technical, tactical but above all psychological, neurobiological and social factors. The aim of
training is to describe, quantify and evaluate human movement. The analysis of human movement provide
information about different aspects of a specific motor task (such as walking, jumping and running), through
measuring instruments like cameras or sensors. These allow to obtain quantitative and qualitative descriptions of
the observed sport gesture. The purpose of this review is to analyse how the motion analysis, through its
different technologies, can help in the description and characterization of sport and training intended as
pedagogical processes
