Tag Archive for 'autismo'

Ten years of “Calcio Insieme”: Principles, goals, and results of the Integrated Football Academy

Ten years after the launch of the Integrated Football Academy, aimed at children and adolescents with autism spectrum disorder, we would like to share the guiding principles that have informed our work from the very beginning.

Not just doing good, but doing it well
From the outset, our goal as a sports association was not only to offer football as an activity, but also to systematically monitor and document the results achieved. We chose to move beyond the simplistic notion that sport, in itself, is inherently beneficial. Instead, we sought to clearly illustrate which specific motor, athletic, and psychosocial areas are positively impacted through structured practice.

A real football school
We focused on children with autism between the ages of 6 and 12, as early childhood is a critical period for introducing sports. This is when fundamental motor patterns are established and initial experiences of social interaction begin. We also aimed to counteract the high risk of sedentary behavior commonly seen in this population.

Football as a tool for inclusion and social integration
Through regular participation in the Academy’s activities, children were offered a meaningful group experience, sustained throughout the entire sports season, alongside their peers, coaches, and sports psychologists. This experience facilitated, to varying degrees, the acquisition of social norms such as greetings at the beginning and end of training sessions, respect for peers and adults, and the ability to follow structured sessions led by trained professionals.

A multidisciplinary team
From the beginning, we built a team composed of sports professionals with diverse skill sets: football coaches, graduates in Sports Science, and sports psychologists, supported in the field by a speech therapist and a medical doctor. All staff members participated in a 32-hour training course specifically designed and delivered by our team.

Everyone can learn
By combining clinical diagnoses, family insights, and direct observation on the field, we assessed each child’s level of functioning. This allowed us to provide personalized instruction, identifying who needed one-on-one support and who was ready to work in small groups of three children per coach.

Integration with typically developing peers
From the very first year, we organized joint training sessions with children from AS Roma’s football school. Starting in the second year, we also facilitated on-field meetings with the participants’ classmates, further enhancing opportunities for social integration and peer interaction.

Fostering a sense of belonging among families and youth
Another key objective has been to nurture a strong sense of community—not only among the children, but also among their families and the project staff. Over these ten years, we have successfully built a supportive and engaged community that plays an active role in the success of Calcio Insieme.

10 years of football and autismo revised in one book

The topics covered in the book “Football and Autism”, which I co-wrote with my collaborators, illustrate the methodology and results achieved through the integrated football program promoted by ASD Accademia di Calcio Integrato, made possible thanks to the support of AS Roma. The program has been active for over 10 years and represents an innovative educational model aimed at including young people with intellectual disabilities. Its main goal is to promote integration through sport, recognizing football as an educational, relational, and rehabilitative experience.

The project involves children and adolescents with and without disabilities, encouraging teamwork and the development of social skills. From the outset, a 32-hour training course was created to standardize the skills of the team, which includes youth football coaches, sports psychologists, speech therapists, and doctors.

The activities were designed to adapt to the individual abilities of the participants, particularly those with autism spectrum disorders, who show a wide range of motor and psychosocial skills. The program also includes one-on-one sessions when necessary, to ensure personalized interventions.

The annual results have demonstrated the method’s effectiveness, which has been validated through several scientific publications over the years. The project has also had a significant social impact thanks to collaboration with local schools and support teachers, enhancing the inclusion of participants in educational settings.

Families have also played an active role, finding in the training environment a space for sharing and mutual support.

The project has received support from the Italian Paralympic Committee (CIP), FISDIR, and the Lazio Regional Council, which helped strengthen and expand the initiative.

Over time, a true community has formed, focused on the well-being of young people with disabilities, showing how sport can be a powerful tool for integration.

Finally, a heartfelt thank you goes to everyone who, with dedication and commitment, has made the success of this unique experience possible.

Dybala, Calcio Insieme and Laureus

Roma striker and World Cup winner with Argentina, Paulo Dybala, was today named a Laureus Ambassador. The 31-year-old Argentine footballer kicked off his new role with a visit to the Laureus Sport for Good program in Rome and took part in the 25th edition of the Laureus World Sports Awards in Madrid on Monday.

Dybala has won five Serie A titles with Juventus and the World Cup with Argentina in 2022. The Argentine star, who now plays for Roma, visited our project ‘Calcio Insieme’, supported by AS Roma, which uses football to help children with intellectual disabilities. Over 30 children and young people met the new Laureus Ambassador.

Dybala nuovo ambasciatore Laureus: "E' un grande onore"

World Autism Awareness Day

Today, April 2nd, is World Autism Awareness Day. On this occasion, I want to recall when we started our soccer program for young people with autism, structured as a real soccer school.

Ten years ago, when we designed a soccer program for young people with intellectual disabilities, particularly autism, we could not have imagined the challenges we would face. We chose soccer for its popularity and accessibility—it can be played anywhere, even with improvised materials.

In the first year, our priority was ensuring the safety of the activity, also at the request of AS Roma, which funded the “Calcio Insieme” project and provided six coaches. We set up a closed and fenced field, removing obstacles. Our initial staff included 11 coaches, 5 sports psychologists, a speech therapist, a doctor, and the founders of ASD Accademia di Calcio Integrato. With 30 young participants aged 6 to 13, each child had almost one dedicated operator.

Today, we support 80 children with a staff of 23. Safety is further ensured by the constant presence of doctors for emergencies and the speech therapist for communication and crisis support.

Safety also means a personalized program tailored to the motor and psychological needs of the children, with targeted interventions for their overall well-being.

Before starting the training sessions, all staff members attended a 32-hour course on autism, intellectual disabilities, training methodologies, therapies, relationships between operators and young people, communication strategies, and crisis management.

This journey has made “Calcio Insieme” an innovative model of sports inclusion, providing children with a safe, stimulating environment suited to their needs.

Football: A grow opportunity for you with autism

For a long time, it was believed that team sports were not suitable for young people with autism due to motor difficulties, low body awareness, hypersensitivity to stimuli, and challenges in team dynamics. However, recent experiences show the opposite: with the right approach, soccer can become an important opportunity for growth and well-being.

Unlike school or therapeutic activities, which are often structured and predictable, soccer takes place in a dynamic outdoor environment with ever-changing stimuli. Facing movement, interaction with teammates, and unexpected situations can initially be challenging, but with the support of coaches and psychologists, these young athletes learn to better manage their emotions and develop motor and social skills.

Child neuropsychiatrist Roberto Rossi highlights how, thanks to sports, many young people have made remarkable progress not only physically but also in communication and social relationships. Soccer provides them with a space for fun and fulfillment, fostering positive integration with peers and improving their quality of life.

Based on these principles, the Integrated Soccer Academy has been active for the past ten years, developing an innovative soccer teaching system for young people with autism. This approach is now documented in the book Autism and Soccer, edited by Alberto Cei and Daniela Sepio, with contributions from coaches, psychologists, speech therapists, and medical professionals.

Book review; Calcio e Autismo

Autismo e Calcio

Una nuova metodologia d’integrazione e d’insegnamento

Alberto Cei e Daniela Sepio (a cura di)

Torgiano: Calzetti & Mariucci

2025, 150 pagine

From the educational experience promoted by the Integrated Soccer Academy, an innovative technical integration model has emerged, illustrated in this manual. It is centered on activities aimed at the development of young people with intellectual disabilities. Specifically, the objective is to integrate young individuals with intellectual disabilities by promoting grassroots soccer as a relational and rehabilitative tool.

The proposed working model is organized into teams and features tailored educational and training methodologies developed by youth soccer experts, sports psychologists, speech therapists, and medical professionals.

An equally important aspect is the positive social impact that can be achieved through collaboration with schools, special education teachers, and, of course, families, who are encouraged to participate in their children’s training sessions, share experiences, and actively engage in the educational project.

Data about sport and autism

Grosprêtre, S., Ruffino, C., Derguy, C., & Gueugneau, N. (2024). Sport and Autism: What Do We Know so Far? A Review. Sports Medicine-Open10(1), 107.

Autism is often associated with anxiety, a condition that can stem from feelings of social isolation. This situation can, in turn, increase the risk of depression in some cases. However, sports and physical activity provide significant support in addressing these challenges, as their positive effects in reducing symptoms of depression are well-documented.

To achieve tangible benefits from physical activity, it is important to follow a program for an adequate period. Improvements usually become noticeable after 16 weeks of consistent exercise, while shorter programs, such as those lasting 8 weeks, tend to have a limited impact.

Psychological and Physical Benefits of Sports

Sports not only enhance physical well-being but also positively affect several psychological aspects. For instance, short-term training programs can boost self-esteem. Similarly, self-efficacy—the confidence in one’s own abilities—can improve through activities that allow individuals to regulate the intensity of their exercises autonomously.

Parents of autistic children often report improvements in their children’s mood, quality of life, and autism-related behaviors after participating in sports programs. Physically, autistic individuals show significant progress in strength and overall fitness, with noticeable improvements in cardiovascular endurance and upper and lower limb strength. Balance training can also help mitigate motor challenges related to stability, enhancing the ability to control body movements.

Cognitive Improvements and Physical Adaptations

Even simple and less structured exercises can offer cognitive benefits. For example, circuit exercise programs have demonstrated improvements in reaction times and cognitive flexibility, areas that can be particularly challenging for autistic individuals. Physically, benefits such as a reduction in fat mass have been observed through combined aerobic-neuromuscular or coordination-strength training programs.

Sports like basketball, football, and handball are particularly effective at developing perceptual-motor skills due to the level of uncertainty and adaptability required during gameplay. These “open-skill” sports promote quick responses and flexibility in movement, improving motor and cognitive skills.

Socialization and Interaction Through Physical Activity

Sports can also have a positive impact on socialization, an area often critical for autistic individuals. Participating in sports provides opportunities for interaction with other participants and instructors, increasing social stimulation. This can lead to improvements in communication and social functioning. Moreover, sports are experienced as enjoyable activities that offer a sense of accomplishment and enhance self-confidence, especially in group settings.

From a physiological perspective, physical exercise can stimulate the production of oxytocin, a hormone associated with social cognition and relational behaviors. However, the intensity of the activity should be carefully considered: too light an exercise may not yield significant benefits, while overly intense activity can cause discomfort and discourage participation.

Conclusion

According to research, physical activity can be an effective and accessible tool for managing autism. It offers social, psychological, and physical advantages and, with the right approach, can become a key element in improving the quality of life for autistic individuals and their families.

Role of summer camp for young with intellectual disability

Summer camps for young people with intellectual disabilities always require responsibility, organization, and commitment from the organizers. As Integrated Soccer Academy, we concluded these two weeks of activities with satisfaction from the participants, their families, and ourselves. The young people participated in this 10-day, 50-hour experience in an environment that was not exactly favorable, given the high temperatures, playing soccer, but also padel and basketball, along with other seated games.

During this summer camp, the young people improve their ability to self-regulate; they drink and recover even outside the scheduled breaks. This means they are in touch with their physical sensations, and by listening to them, they choose when to stop rather than continue playing. This is one of the principles of our sports work with them: to develop physical and mental endurance. Therefore, playing outdoors, moving continuously during training, running, and improving motor coordination, kicking the ball, but also stopping and resting.

At the same time, the summer camp is an opportunity to further develop social relationships with peers and teachers. Experiencing a wide range of sports activities (motor tracks, basketball, and soccer) that involve the mind and body helping to build a sense of belonging to the group. The ample time available allows them to live through and resolve, with the help of sport instructors and psychologists, those small moments of tension that arise in any group during such intense and long-lasting activities.

Like the weekly training during the year, the summer camp also promotes the emotional stability and thinking of these young people, who interact continuously with adults and their friends during these hours. It is a continuous flow of physical sensations, moods, and thoughts that helps them stay focused on the games they play and keep the interaction with others alive.

In conclusion, summer camps are very demanding for them and for us too, but they represent an explosion of interactions otherwise impossible with this frequency and intensity.

10 reasons to play soccer for young with autism

Summer camp and autism

Summer is a time for summer camps for kids, and the first week is about to end for those at the Integrated Football Academy. We have a great group of 20 boys with intellectual disabilities, aged 10 to 20 years old. A well-organized summer camp led by experienced instructors and psychologists, supported by a doctor and a speech therapist, represents an intense and emotionally challenging experience.

It’s not just the heat that could affect their physical and mental state, making them experience a level of fatigue they have never felt before. Normally, the boys play football and basketball from 8:30 AM to 12:15 PM, after which they play board games until the camp concludes at 1:00 PM. During this time, there are numerous breaks for drinking, resting, and eating. We often wonder how it is possible that young people with autism, who do not train for more than 2-3 hours a week during the year, manage to train for 5 hours a day, 5 days a week.

This result says a lot about how developed their physical and mental resilience is. Their good mood is proof that this commitment is appropriate for them. Playing contact team sports like football and basketball, they could commit fouls, react aggressively towards others, or sit on the bench due to excessive fatigue. However, these situations do not arise; the boys collaborate. It is true that occasionally someone gets angry over a wrong pass or a mistake, but they have been taught to avoid these behaviors and to apologize those rare times they are not correct.

These boys train with us all year round, and this helps guide them in this new experience. New, because in two weeks they train for 50 hours, which corresponds to the total hours spent during the sports year from October to June.

Boys with autism do not learn on their own; the team that guides them works with them all year and is primarily responsible for their way of experiencing the summer camp and the sporting and psychological learning they show on the field. Knowing them means understanding what they can do and what situations might cause them to have a crisis; this is, in a nutshell, the main role played by the team. This is one of the secrets why now, at the summer camp, they manage to be active for such a long and entirely new period for them.

Finally, a 20-year-old boy, with us for 9 years, is doing an internship during these two weeks to become an assistant instructor, a role that in the future could allow him to turn this current commitment into a job.

Now we are moving forward to organize the next sports season, the 10th year of our activity in the field of intellectual disability.