How to score or miss a penalty

Risultati immagini per totti cucchiaio a van der sar

15 anni fa Totti faceva il cucchiaio a Van der Sar – GUARDA IL VIDEO

Risultati immagini per pelle e zaza


How do you celebrate when your team score?

How do you celebrate when your team score? Hockey fans do it launching teddy bear toss.

Risultati immagini per time for a teddy bear toss

Coaching goal: teach to react immediately to the bad momentum

To teach sport to young people who train several hours every day, it means teaching to face difficulties. Become an expert athlete is to know yourself at the best, and this happens only in situations that force us to be totally focused on the performances to be provided at any given time.

Those who practice a recreational activity have the goal to be immediately satisfied with what they are doing. Running in a park or have a walk in the mountains are made to personal choice and for the immediate pleasure that these activities will result, in any moment they can stop and then strat again when they want.

The athletes live a completely different situation, even if they carry out an activity that has been chosen and which provides satisfaction. The athletes are essentially the explorer of themselves. They must know and reduce their limits and works to reach the summit which will be able to gain through this exploration. They do not know a priori the result and even the point of arrival, assuming there is one. It has, in fact, to run the risk of failing while they work to be able to meet these expectations.

The athletes have developed this attitude towards sport when they know to be able to accept mistakes and negative moments. No one likes to make mistakes but they should know that they part of any performance. In those moments the goal is to provide a constructive response to the mistake. In those moments, the inner work is crucial, leading to park on one side of the mind what has just taken place, to refocus on the present.

Many athletes fail because they did not work enough in this work of re-focusing on the immediate future. In other words, they have not been trained to move from wrong to right to in the shortest possible time. So, training must be organized to develop this ability, otherwise the athletes will think that their limits are the mistakes. It’s not true! The main limit of an athlete is, however, not to show a fast and efficacy reaction to the bad momentum.

Our goal must be to know better ourselves

“It is not the mountain we conquer, but ourselves.” Sir Edmund Hillary
Risultati immagini per everest

Eat better, less and all

Risultati immagini per eat better eat less food for all

France. And then Japan and Canada. Are the three countries where the food is the best in the world. Not for its own taste, but because these are       - among the 25 countries surveyed, representing more than 2/3 of the world population and 87% of global GDP – the most virtuous in the produce, distribute and consume food. Are the countries where farming is more sustainable, they waste less food (and adopt innovative policies to fight the waste) and people eat in a more balanced way, without excesses and deficiencies, attentive to their own health and that of the planet. France gains the first place especially for its innovative policies against waste and for the balanced approach to food. Japan and Canada are the second and third place, thanks to their policies on sustainable agriculture and dissemination of correct and balanced diet. Bottom of the league, India, Saudi Arabia and Egypt, which are facing the dual challenge of obesity and malnutrition.
Italy is a close to an honorable sixth place. It is among the top 10 countries for sustainable agriculture – with excellent performance for diversification in agriculture and the management of water consumption – and it is the European country that marks the best performance for greenhouse gas emissions in agriculture. In addition, Italy has indicated among the countries that are doing more to prevent the waste of food, as demonstrated by the law promulgated last August (together with France, Italy is one of the few countries to have a law that addresses this problem).
Less positive performance regards the nutritional aspects. In brief, we eat too much: we are the third country to overnutrition and in second place for overweight and obesity in the age group between 2 and 18 years. It saves us, however, the awareness – widespread in the population – of the importance of following a balanced diet and healthy, as the Mediterranean diet. Yet, just when the rest of the world celebrates this diet as the best on the planet, the data show that the Italians are leaving, especially the younger generations.

By Filomena Fotia da

Conference: Sport rules and goals

Know your-self through your priorities

Show me your priorities and I’ll show you your focus 

Good question to know if we are goal or result oriented the events

Does it exist in Italy a diffuse sport culture?

Is it possible that one Country with the highest rate of overweight and obese children in Europe, and with a high percentage of sedentary adults be considered a Country with widespread sports culture, defined and shared?

Could it be that it is precisely the model of the sedentary parent to determine the overweight children?

Could it be that it is the absence of physical activity in kindergartens and primary schools to determine the belief that sport and movement are something of peripheral in the well-being of a young development?

Could it be to bring the children to play outdoors is regarded as exhausting ,while it is easier to let them to watch cartoons or to play with the play station?

Could it be to assess the degree in sport science and Prof of physical education as graduates and teachers of lesser value than the other school colleagues, does not serve to continue to depreciate the value of human development through movement?

Could it be that to consider sport as a leisure activity and not as an activity that also permit to improve academic performance leads to its chronic underestimation by the school and parents?

Could it be that if the parents does not share the sport with their children and friends is a way to not get them to play outdoors?

14° Sport Psychology World Congress: abstracts and vote

The 14th World Congress of Sport Psychology will be held in Seville, capital of Andalusia in Spain, between July 10th and 14th, 2017.

The central theme of the World Congress is “The integration of science and practice through multicultural bridges, gender and social equality”. International Society of Sport Psychology (ISSP) has invited 10 distinguished keynote speakers, who made an outstanding contribution in Sport and Exercise Psychology during extended period of time, to present and share their academic achievements in the congress.

The deadline for abstract submission for the 14th World Congress of Sport Psychology is by 16 January 2017, and it is required to submit the abstract document via the Congress website.

In past years, in order to vote the new ISSP Managing Council was sufficient to pay the two years together directly to the Congress registration , now this rule has been changed. To vote (also by post) we must now pay the membership fee of 2016 by the end of this year and the one of 2017 in the next year. Regardless of vote preferences, which have not yet been formalized, we must commit to inform about this new rule so that the largest number of participants can vote. I ask you to encourage members and friends to join right now the ISSP or regularize their position. All those who will not do so by 2016, will in fact be excluded from voting in 2017.

Autism, soccer integrated: research abstract

Calcio Insieme is a project promoted by Roma Cares Foundation, non-profit organization linked to the broader context of Social Responsibility and Sustainability of AS ROMA and A.S.D. Accademia di Calcio Integrato, whose objective is the development of education and culture integrated to the values of sport through the soccer.

Soccer is the sport most loved and practiced by girls and boys around the world, but for young people with learning difficulties are rare, if not absent, the opportunities allowing them to live this sport as an educational and playful experience. Therefore, this applied research project, spread over three years, is aimed at children (6-12 years) with intellectual disabilities and with particular reference to those with autism spectrum disorder (ASD). Calcio Insieme project wants to promote the physical activity and soccer teaching for these children, in order to improve the quality of their lives through a continuous sport practice over time. In the same time, this project wants also to develop a methodology model of teaching, specific for these children, through this applied research.

Calcio Insiemebegan in September 2015 with the collaboration of some schools of Roma. They promoted among families of children with intellectual disabilities the knowledge of this initiative. They organize information meetings lead by the staff of Calcio Insieme to start building a community whose school, family, sport organization and staff could feel part of a common project at its center there are the children with intellectual disabilities and especially those with autism spectrum disorder (ASD). Since the beginning the project has had as main focus the empowerment of each child through the soccer, as recommended by the International Paralympic Committee.

To better understand the different steps of the experiment carried out by the technical-scientific staff of Calcio Insieme at the Giulio Onesti Center, in Roma, it’s important to acknowledge what are the autism spectrum disorders (ASD) and what are the limits and the motor/psychological potential of children with ASD and the report describes in detail the main features and the research results.

This report begins with an overview of autism spectrum disorders and what are the limits and the motor potential of these children. It emerges that, up to now, the experiences carried out in this area included only individual sports and that no investigation has been conducted to test how the group sports and soccer specifically could be a means of improving the motor/sports skills and the psychological and interpersonal skills. In the section devoted to the method are described the diagnoses of 30 children (27 boys and 3 girls). They  have participated in the project by attending at the training program for an hour twice a week for 5 months. They were divided into two sub-groups (Green and Red) as a function of their motor skills and psycho-relational competences. All children were subjected to the initial and final motor assessment. Similarly it proceeded with the psychological and interpersonal evaluation carried out at the beginning at the end through interviews with parents and their school teachers and an assessment carried out on the field and continuing for the duration of the period of activities carried out by football coaches and the sport psychologists. In addition, before the start of the program, the whole staff  including sport psychologists, youth football instructors, one speech therapist, one sport physician and one coordinator of the relations with families and schools have participated in a specific training, theoretical and practical, learning to be sensitive and to work with young individuals with intellectual disorders. The results showed that in relation to motor skills there are significant differences from the initial assessment in relation to 6 tests out of 10. The children improved in tests regarding: walking between the cones, running between the cones, roll on the mat, high jump (3 obstacles 20 / 30cm), grab (5 launches from 1 to 5 meters away from the instructor) and stay balanced on jellyfish.

In relation to run with the ball (to drive the ball into a space 15m long and 4m wide) were detected two results. The first is that, even at the end of the program, 39.3% of children did not show any improvement. The second is of opposite sign and shows that 28.6% is placed in an intermediate skill level. They drive the ball, move frequently left and right even if out of the lane. In addition, 10.7% shows a medium-high skill level, driving the ball without leaving the lane. These data show there is a significant difference from the point of view of the motor competences among the children, while for some the training it’s characterized more as motor activity oriented to the acquisition of basic motor patterns, for others it’s oriented to  teach the soccer fundamentals.

The questionnaire administered at the end of the program to the parents of the children examined the following skills: cooperation, participation in the games, understand the others and be understood, communicate with each other, socialize, approach the new situations/people and reduction of behavioral problems. For each of these skills, the parents have expressed a final assessment, it showed that they believe their children are improved significantly. It’s also interesting to note that the same questionnaire was administered to school support teachers of children and the resulting data are similar to those experienced by parents. Assessments made on the field by sport psychologists and coaches have shown that the majority of young people have improved, even if  they achieved very different skill levels, depending on the difficulty level initially expressed. For the future, they are clearly detectable paths of physical activity and sports differentiated between the two groups of children (Red and Green).

In summary, these data confirm the findings of the research review conducted on people with autism spectrum disorder (Sowa e Meulenbroek, 2012). That is to say, that the motor/sport skills increase with specific program of motor/sports learning. Our study adds that the organization of training sessions in group interventions and individual interventions promote the development of social skills, as in part it has been showed by Walker, Barry and Bader (2010). This pilot study has also responded to the request to organize “a naturalistic intervention based on group sports like soccer” (Sowa and Meulenbroek, 2012; p.56) and, till now it was never been documented. In addition, as already showed (Luiselli 2014), the behavioral problems were reduced, decreasing the stereotyped movements and the self-stimulation behaviors.

Finally, it should be mentioned those results achieved which are not identifiable in scientific terms but that at the same time are important for a project with the aim to reduce the limits of the children with ASD and widen their skills at 360 degrees. The most significant are the following: the first football games played between them and the coaches and two games 4vs4 with players of Roma Academy; the identification process with AS Roma has increased the children socialization and stimulated their pride being a part of Roma team; live this experience with professionals totally dedicated to them and willing to respect the times of socialization and learning while not ceasing to guide them in the activities; for families it has been important to meet each other, sharing these experiences and feeling themselves as an active part of the project.