Archive for the 'Giovani' Category

The reasons for the athletes, reflecting every day on what they have learned

For an athlete, reflecting every day on what they have learned, what they enjoyed, and what they expect for the next day is an invaluable, almost essential practice for their personal and professional growth. This process fosters a continuous cycle of awareness and improvement, both mentally and physically.

First, reflecting on what they have learned helps an athlete consolidate the lessons of the day. Whether it’s mastering a new technique, identifying a mistake to avoid, or gaining a deeper understanding of their body, this moment of introspection turns experiences into knowledge. Even a simple realization like “today I understood the importance of warming up” becomes a building block for more mindful performance.

Thinking about what they enjoyed is equally important. This aspect cultivates gratitude and enjoyment, reinforcing motivation. Recalling a positive moment—whether it’s executing an exercise flawlessly, receiving support from a teammate, or feeling great after a workout—fuels a sense of accomplishment. The positivity that emerges becomes emotional energy to tackle new challenges with enthusiasm.

Finally, envisioning the next day isn’t just an organizational exercise; it’s also a strategy to enhance effectiveness and reduce anxiety. Imagining the training sessions and setting objectives in advance creates a state of readiness and focus. This type of visualization fosters a proactive mindset, helping to avoid the tendency to approach the day reactively or aimlessly.

When done consistently, this daily practice turns an athlete’s routine into a virtuous cycle of growth. Each day becomes an opportunity not only to improve physically but also to nurture resilience, self-awareness, and passion for their sport. In short, daily reflection makes the athlete better prepared, more motivated, and more serene in pursuing their goals.

Integrated Basket

Integrated Basketball with our Athletes in Collaboration with Virtus Roma 1960. A project expanding the educational offerings of the Integrated Football Academy to include basketball. This initiative is conducted together with Virtus Roma at the Pio XI Sports Center in Rome.

Child neuropsychiatrist Roberto Rossi noted, “We’ve observed sometimes unimaginable progress in linguistic and communicative abilities, as well as in motor and practical skills. This is essential—they need a space where they can have fun. Here, it’s completely different; they experience satisfaction, especially when they are with other young people participating in integrated activities with them.”

Patrizia Minocchi, president of the Academy, explained that the aim of the project is to enable these young people to play a team sport, which is still perceived as a challenge due to the difficulties they often face. Saverio Zoffoli, Virtus manager, added that Virtus is not only proud to be part of this program but that integration with their young athletes is a core aspect of the project. He emphasized that it benefits all participants, giving Virtus athletes the opportunity to understand the reality of disability and to learn how these young people confront their challenges.

Finally, Maresa Bavota, head of family and school relations, highlighted another crucial aspect: families often lack sports programs that can assist them. She explained that the Academy was born out of this need, “the most tangible act that sport can offer free of charge to these young people.”

The father of one of the participants emphasized the emotional dimension, noting that this fieldwork builds the foundation for future learning: “The kids have been nurtured, introduced with care and competence to activities they previously couldn’t do.”

These testimonies were featured thanks to the RAI program “O anche no,” an infotainment talk show dedicated to inclusion and solidarity. The program shares stories of its protagonists, highlighting their expectations, challenges, and accomplishments. To watch, visit the broadcast at the 20th minute on the website: RAI Play – O anche no.

There are no failures, only feedback

The phrase “there are no failures, only feedback” reflects a positive and constructive perspective on human experiences, particularly in contexts of learning, personal development, and professional growth. Here’s a detailed explanation of this philosophy:

1. Learning from Outcomes

What seems like a failure is merely an outcome that doesn’t meet our expectations. Instead of viewing it as an insurmountable obstacle, it can be seen as an opportunity to learn what didn’t work. This allows us to improve and try again with greater awareness.

2. Growth through Feedback

Every mistake carries valuable information:

  • What went wrong?
  • How can we change our approach?
  • What resources or skills do we need to achieve our goal?
    Analyzing these questions transforms “failure” into a guide for improvement.

3. Focus on the Process, Not Just the Outcome

Adopting a feedback mindset encourages us to focus on the process rather than solely on the final result. Even if we don’t achieve the goal immediately, the journey itself can be a source of learning and transformation.

4. Resilience and a Growth Mindset

The concept of a growth mindset, developed by psychologist Carol Dweck, highlights how success depends on the ability to adapt, learn from mistakes, and keep progressing. Every setback is not an end but a stepping stone toward future achievements.

5. Overcoming the Fear of Failure

Viewing mistakes as feedback frees us from the fear of failing. It allows us to take risks, explore new possibilities, and face challenges that could lead to significant accomplishments, without being paralyzed by the idea of making errors.

In summary, there are no true failures as long as we remain willing to learn and adapt. Every experience, even the difficult ones, provides useful feedback to grow, improve, and achieve our goals.

Which the reason to say “I don’t feel the movement to day”

When an athlete says, “I don’t feel the movement today,” they are referring to a disconnection between their body and their ability to clearly and effectively perceive the execution of technical gestures, which are essential for performance. This phenomenon is closely linked to anxiety or psychological pressure, which interferes with natural fluidity and bodily sensitivity.

Why Does It Happen?

Anxiety and the Nervous System
Anxiety triggers an activation of the autonomic nervous system, particularly the sympathetic branch, which is associated with a “fight or flight” response. This state can overload the mind with self-critical thoughts or fears of failure, distracting the athlete from the sensation of connection with their body.

Over-Scrutiny and Forced Awareness
Under stress, the athlete may become overly self-conscious and start to “overthink” the movement, disrupting the automation and coordination that typically govern well-practiced athletic gestures. This excessive control can lead to rigid movements and the sensation of not “feeling” the body.

Sensory Deactivation
When an athlete is blocked by anxiety, their proprioceptive abilities—the body’s capacity to “sense itself” in space and during movement—can become impaired. A lack of trust in their own perceptions makes it harder to adapt quickly and flow with the requirements of the task.

Differences Between Technique and Psychological Block

Technique
This is a tangible aspect that can be improved with specific training and measurable progress. If the problem were technical, the athlete could simply improve by following clear instructions and repetitive practice.

Psychological Block
Here, the issue is not what to do, but how to feel free to do it. The technique is present, but anxiety “freezes” the natural use of technical skills. In these cases, the problem lies in perceiving the movement as familiar and fluid.

Examples

Tennis
A tennis player might say, “I don’t feel the movement,” if their strokes feel forced or overly constrained by rigid thinking, often stemming from fear of making mistakes. This results in hitting the ball without the usual fluidity, affecting the outcome.

Shooting Sports
A shooter who “doesn’t feel the movement” loses the sense of timing and spatial awareness needed to execute the shot, perhaps perceiving the gun as an external object, disconnected from their natural rhythm.

How to Address It

  • Relaxation Techniques
    These help reduce anxious arousal and restore greater naturalness in movements.
  • Mental Training
    Visualization of the gesture and the use of pre-performance routines help shift attention from overthinking to bodily sensations.
  • Mindfulness and Proprioception
    Practices that enhance awareness of the present moment and reconnect the body and mind.

In essence, “not feeling the movement” is often a warning sign of an altered emotional state rather than a true technical deficiency. Targeted anxiety management allows the athlete to rediscover their sensations and full potential.

The sport job for the young adult with intellectual disability

The Integrated Soccer Academy is implementing a project, funded by the “8 X Mille” Valdese Church grant, in partnership with Virtus Roma 1960 and Petriana Calcio, taking place during the 2024-25 sports season.

This project aims to develop professional skills in young adults, over 18, with autism within the sports field, allowing them to pursue a career in sports as a Multidisciplinary Assistant, a qualification established by the Italian Federation of Paralympic Sports for Intellectual and Relational Disabilities (FISDIR).

Six young people who already play soccer with the Integrated Soccer Academy were selected after thorough interviews with them and their families to present the program, understand their motivations, and make a decision.

They participated in a 36-hour course, including 16 hours of online theoretical training with a final exam and 20 hours of internship with support from an Integrated Soccer Academy tutor during the “Soccer & Basketball Together” program. Subsequently, they will receive a 5-month contract to carry out their work with a regular technical employment contract registered in the RAS (Sports and Health Register). Their activities will take place at the Integrated Soccer Academy, Petriana Calcio, and Virtus Roma 1960.

This project represents a training-to-employment pathway for young people with intellectual disabilities. Employment is a cornerstone of every individual’s life, enabling them to be part of a social context, develop, and have their specific skills recognized. For young adults (over 18) with intellectual disabilities, work also enables them to move toward a more autonomous and independent life from their families. For parents and siblings, it represents a positive response to their concerns about social isolation and total dependency, which could negatively affect the health and well-being of these young individuals.

The enthusiasm and commitment shown by these young people during their training activities demonstrate the value they assign to this project. This is even more significant considering that, currently in Italy, there is only one person with intellectual disabilities working in this role of multidisciplinary sports assistant established by FISDIR.

Sport and mental health

Henriksen, K., Huang, Z., Bartley, J., Kenttä, G., Purcell, R., Wagstaff, C. R. D., … Schinke, R. (2024). The role of high-performance sport environments in mental health: an international society of sport psychology consensus statement. International Journal of Sport and Exercise Psychology, 1–23.

This consensus statement is the product of the Third International Society of Sport Psychology Think Tank on Mental Health. The purposes of the Think Tank were (1) to engage renowned international expert researchers and practitioners in a discussion about the role of high-performance sport environments in nourishing or malnourishing the mental health of athletes, coaches and staff; and (2) to develop recommendations for sport organisations, mental health researchers, and practitioners to more fully recognise the role of the sport environment in their work.

Although most of the research on mental health in sport has focused on the individual, mental health is the result of intricate and dynamic relationships between people and their environments, and a range of stakeholder individuals and organisations play a key role in supporting wellbeing in high-performance sport. We conceptually divide the environment into three levels (the sport team, sport organisation and sport system) and two dimensions (the social and the physical environment).

Based on the portraits of these environments, we conclude by providing recommendations that will help sport teams, organisations, and systems to create nourishing high-performance sport environments and effective mental health service provision environments, whilst helping researchers expand their focus from the individual athlete or coach to the sport environment.

The world champions of the training

There are athletes who seem like world champions during training: every move is executed with perfect precision, they break personal records, and dominate every drill as if it were second nature. They leave coaches in awe, inspire teammates, and spark dreams of victory. But then comes the competition, the moment of truth, and something changes.

In competition, the fluidity they display in training seems to vanish. They may freeze, underperform, or simply fail to meet expectations. The contrast is striking, almost inexplicable.

Often, their issue isn’t physical: they are well-trained, technically flawless. The battle is in their mind. Pressure, performance anxiety, or the fear of falling short creep into their thoughts, slowing them down and making them second-guess themselves. The competitive environment—with its audience, judgments, and high expectations—becomes an emotional maze they struggle to navigate.

Sometimes, it’s an excess of perfectionism: they’re so focused on doing everything perfectly that they end up sabotaging themselves. The natural flow they exhibit in training turns into rigidity when their mind is consumed by the outcome.

Yet, these athletes embody the true complexity and allure of sports. They are living proof that performance isn’t just about muscles or technical skills—it’s about balancing mind, body, and emotions. They deserve admiration, not for what they achieve in competition, but for their determination, for the constant pursuit of overcoming that invisible barrier separating them from their full potential.

After all, every great athlete has faced a moment like this at some point. It’s not always about victories, but about the journey to finding peace within themselves, even under the spotlight.

I wish everyone the joy of walking and reading a passionating book

It is said that reading allows us to immerse ourselves in stories other than our own, but it offers even more. Reading a book is like walking: these are activities anyone can engage in, as long as they take some time to be alone with themselves. Both can be interrupted whenever desired.

Walking benefits both the body and the mind, and the same is true for reading. These are activities that don’t demand intense concentration but require a sustained focus over time. When we stop, we cease walking; the same applies to reading—if we get distracted by other tasks or thoughts, we stop reading.

Walking and reading allow us to respect the natural rhythm of our body and mind. Each person engages in these activities at their own pace, which is invariably slower than the frantic speed of modern life. For us, tightly bound to the present, they represent a leap into the essence of being human—because taking 1,000 steps or reading 10 pages demands time. There’s no way to shorten this time with any of the electronic devices we usually rely on. No click can reduce this time.

This is time for ourselves, whether spent alone or with others, as demonstrated by walks with friends or group reading sessions. It’s a time where minutes, quarter-hours, and half-hours have meaning and cannot be compressed.

These activities take us to a world far removed from the everyday rush of obligations, emails, WhatsApp messages, and other distractions that keep us tethered to the present. They invite us to lift our heads and notice that there is much more to life.

Thinking: always

10 questions the coaches should ask themselves to evaluate their ability to train athletes

10 questions the coaches should ask themselves to evaluate their ability to train athletes:

  1. Do I have a thorough understanding of the theoretical and practical fundamentals of the sport I am coaching?
    • (Techniques, tactics, rules, and core principles).
  2. Am I able to create a structured and personalized training plan for each athlete or team?
  3. Do I understand the basics of physiology and biomechanics applied to sports training?
    • (Especially to prevent injuries and optimize performance).
  4. Do I have effective communication skills to motivate, instruct, and correct athletes clearly and constructively?
  5. Do I know how to manage the psychological aspects of athletes, such as stress, self-confidence, and mental focus?
  6. Can I monitor and evaluate athletes’ progress in terms of physical and technical performance?
  7. Am I knowledgeable about the principles of sports nutrition to guide my athletes (or refer them to specialists)?
  8. Am I able to collaborate with other professionals (sports doctors, physiotherapists, nutritionists) to support my athletes?
  9. Have I developed a clear coaching philosophy consistent with my personal and sporting values?
  10. Do I maintain ongoing education by regularly updating myself on best practices, scientific research, and innovations in the field?

By honestly answering these questions, a coach can identify their strengths and areas where improvement is needed.