Tag Archive for 'bambini'

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Soccer School for children with intellectual disabilities

Published on April 22, 2016 in Allenatori, Calcio, Generale, Giovani and Stress. 0 Comments Tags: , , , , , , , , , , , .
«AS Roma is pleased to announce that, since January 2016, the Club promotes and supports the “Calcio Insieme”, a program born from the collaboration between the Fondazione Roma Cares e l’Associazione dilettantistica “Calcio integrato” the training pitch of Italian Olympic Center “Giulio Onesti” were made available at boys and girls, aged between six and twelve years old, suffering from intellectual disabilities of various levels, supported by a pool of doctors, speech therapists and instructors.
The goals are the development of the physical and psychosocial well-being of children, the reduction of stress related to their living conditions, to increase their self-assessment skills and the motivation to motor activity.
A technical team of AS Roma, with sport psychologists, has developed specific educational methodologies to create a safe, comfortable and never boring environment.
Among the results expected, there is the development of the culture of integration  and the education to the values ​​of sport through the soccer.
“Roma is a great social platform, and we are conscious of the responsibility that comes – says the AS Roma general manager, Mauro Baldissoni -. I hope this is one of the many experiments that we will put up in action. Sport has always been an aggregator and along a motivational tool to go over the limits. Have on the pitch children with intellectual disabilities  is a chance for them to improve.”
The instructors were joined by a medical team, coordinated by Professor Alberto Cei, scientific director of “Calcio Insieme”, looking closely the progress of these young athletes, looking for improvements in the movement coordination, in their self-awareness or more simply in daily life.
“Soccer can be a vital tool to help children with mental disabilities to develop yourself – explains Patrizia Minocchi, president of ASD Calcio Integrato-. This magical tool, the ball, has already yielded the first results, the children are learning to relate with the others.”»

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“Too Small to Fail” very useful for parents and adults

Published on March 31, 2016 in Giovani. 0 Comments Tags: , , , , , , .

Read Too Small to Fail very useful for parents and adults.

Focusing. Creating. Cooperating. Communicating. These are all important skills children learn when we play with them! Through play, children learn how to problem solve, work together, explore physical movements, overcome challenges, and much more. Play helps children develop critical social-emotional and language skills that will help prepare them for success in school and in life.

As children’s first and best playmates, parents and caregivers play a powerful role in nurturing these skills from birth. Here are a few tips on how you can encourage learning through play:

  • Make the most of your time playing with your child. From they day they are born, children learn through the everyday moments they share with their parents and caregivers. Check out these helpful tips from ZERO TO THREE.

Keep a box of everyday objects like plastic bottles, empty containers or old clothes for dress up. These are great items to help children spark their imagination. Through creative play, children explore the world in their own way, which is important for learning and development. Check out Raising Children Network for fun creative play activities.

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Hanan Al Hroub: the best teacher in the world is in Palestine

Published on March 14, 2016 in Allenatori, Generale, Giovani and Stress. 0 Comments Tags: , , , , , , , , , , .

Hanan Al Hroub is the winner of the 2016 Global Teacher Prize.  Hanan Al Hroub, from Samiha Khalil High School, Al-Bireh, Palestine, grew up in Bethlehem refugee camp where she was regularly exposed to acts of violence. She went into primary education after her children were left deeply traumatised by a shooting incident they witnessed on their way home from school. She specialises in supporting children traumatised by violence. “I am proud to be a Palestinian female teacher standing on this stage. I accept this as a win for all teachers in general and Palestinian teachers in particular,” Al Hroub said. ”We, as teachers can build the values and morals of young minds to ensure a fair world, a more beautiful world and a more free world. “The future seems far and ambiguous, however, when you are involved in making it, the world represents a light.”

Her teaching is based on the following idea “No to violence through playing and learning,”

“We must teach our children that our only weapon is knowledge and education.”

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The sport psychologist in football school… is elite

Published on November 10, 2015 in Allenatori, Calcio, Generale, Giovani and Young and Football. 0 Comments Tags: , , , , , , .

The Italian Football Federation was the only one Federation requiring the sport psychologist for theFootball schools who wish to become qualified or elite, as they are currently defined. This year the Federation delete this rule, this step back requires an equally significant reaction from the sport psychologists engaged in youth football. The official statement indicates that the Football school to be called élite could, among ohers options, “develop a training project during the football season, in collaboration with one ” Sports Psychologist ” experienced and certified.”

The contribution of such experience must be identified in the implementation of projects supporting specific figures involved in the educational process of the child (staff, parents, etc.).”
The psychologist will be an optional choice of the Football school, it’s no more mandatory to have in the club staff the psychologist. The clinical psychologist organize, very often in the Football school, improbable meetings with parents, however, such activity has nothing to do with sport psychology. So what she does and what she offer the sport psychologist in a Football school to really become an élite tool?
Through my experience in youth football I can define some basic guidelines, characterizing a project of sport psychology in Football school: the adequacy of the method adapted to the age of young athletes, the social surrounding and the organizational environment; the use of specific psychological tools; the continuity of the times, the constant monitoring and validation; planning specific psychological objectives, also across the other areas (technical, tactical, motor skills), the design of practical interventions allowing the achievement of shared goals.
Here are a number of proposals that must be developed, organized and obviously adapted to the context:

  • Training of coaches
  • Observation on the pitch and data sharing
  • Meeting with parents with a previous needs analysis, they have to be scheduled and conducted through interactive teaching techniques
  • Integrated projects, on specific topics within the club and the territory
  • Professional lab with psychologists and coaches
  • Studies-research on particular soccer aspects

These are just some of the many practical suggestions that the sport psychologist may propose in a Football school.
Finally I would like to remind both psychologists and Football school collaborators that it’s not possible any collaboration without a fundamental activity: stay in the pitch. One day, after listening to my experience, a manager of Football school asked me amazed: but then the psychologist stay in the pitch?
Sports psychologist has to stay in the pitch and there is no sport professional that it does not touch the green rectangle and this is even more true when we talk about children and football.
The activities that can be performed are varied and can, if well organized, have a strong impact on the Football school performances. If you are a sport psychologists or a Football School professional, contact me if you want to learn more.

(by Daniela Sepio)

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To walk or run15 minutes every day improve the children life

Published on October 15, 2015 in Generale and Giovani. 0 Comments Tags: , , , , , , .

We do so few things to promote the movement amog the children, that news like this one become immediately virals and demonstrate how it could be easy to do much more with only the good will.

“As son as the children at one primary school in Stirling hear the words “daily mile”, they down their pencils and head out of the classroom to start running laps around the school field.

For three-and-a-half years, all pupils at St Ninians primary have walked or run a mile each day. They do so at random times during the day, apparently happily, and despite the rise in childhood obesity across the UK, none of the children at the school are overweight.

The daily mile has done so much to improve these children’s fitness, behaviour and concentration in lessons that scores of nursery and primary schools across Britain are following suit and getting pupils to get up from their desks and take 15 minutes to walk or run round the school or local park.”

(The Guardian)

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Winter will start: keep children active indoors

Published on October 6, 2015 in Giovani. 0 Comments Tags: , , , , .

Child care providers often dread those days when the weather is bad and the children can’t get outdoors to play. But children need to have active times every day to use up energy, learn new things, and be healthy. Luckily, active play can happen indoors as well as outdoors. With a little imagination and creativity, child care providers can come up with activities that use large muscles and burn energy, but can be done indoors. Here are some ideas to try:

  • Put on some music and have a dance party. Move back the furniture if you need to make more room to dance.Let children suggest their favorite songs.
  • Give children a scarf, ribbon or some paper streamers to wave in time to music. Encourage them to find as many different ways to move the scarf or ribbon as they can.
  • Encourage children to dress up as a favorite character from a book and act out the story
  • Plan a “work out” time to do simple exercises with children. Keep them age-appropriate. Exercises can be done to music, or you can borrow simple exercise tapes from the public library
  • Play circle games such as Simon Says, Follow the Leader, or Duck, Duck Goose to keep children active
  • Have children pretend to ice skate wearing socks on a smooth floor
  • Children love pretending to be animals by making their sounds and movements.
  • Set up an indoor basketball game with crumpled up newspaper balls thrown into a laundry basket or cardboard box
  • Pile up old blankets and pillows for soft indoor climbing fun

Active play is an essential part of young children’s lives. Effective child care programs give children ways to be active indoors as well as outside. With imagination and creativity, you can come up with other fun ideas for active play.

(Some ideas from eXtension.org)

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Position statement on active outdoor play

Published on July 3, 2015 in Giovani. 0 Comments Tags: , , , .

A diverse, cross-sectorial group of partners, stakeholders and researchers, collaborated to develop an evidence-informed Position Statement on active outdoor play for children aged 3–12 years. The Position Statement was created in response to practitioner, academic, legal, insurance and public debate, dialogue and disagreement on the relative benefits and harms of active (including risky) outdoor play. The Position Statement development process was informed by two systematic reviews, a critical appraisal of the current literature and existing position statements, engagement of research experts (N = 9) and cross-sectorial individuals/organizations (N = 17), and an extensive stakeholder consultation process (N = 1908). More than 95% of the stakeholders consulted strongly agreed or somewhat agreed with the Position Statement; 14/17 participating individuals/organizations endorsed it; and over 1000 additional individuals and organizations requested their name be listed as a supporter. The final Position Statement on Active Outdoor Play states: “Access to active play in nature and outdoors—with its risks— is essential for healthy child development. We recommend increasing children’s opportunities for self-directed play outdoors in all settings—at home, at school, in child care, the community and nature.” The full Position Statement provides context for the statement, evidence supporting it, and a series of recommendations to increase active outdoor play opportunities to promote healthy child development.

(byMark S. Tremblay e colleghi, Int. J. Environ. Res. Public Health 2015, 12(6), 6475-6505)

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Children put off sport by parents’ bad behaviour

Published on April 24, 2015 in Allenatori, Calcio, Giovani, Stress, Tennis and Young and Football. 0 Comments Tags: , , , , , .

Children as young as eight are being put off sport by the behaviour of their parents, according to a survey by the Marylebone Cricket Club (MCC) and cricket charity Chance to Shine. Of the 1,002 eight to 16 year olds surveyed, 45% said the bad behaviour of parents made them feel like not wanting to take part in sport.

84% of parents of those children agreed that negative behaviour discouraged youngsters from participation.

In the survey, 41% of the children spoken to said their parents criticised their performance – 16% saying it happened frequently or all the time – with 58% of the parents believing there was more shouting from the sidelines compared to their childhood.

One child reported seeing a mother smash a car window after the opposition scored, another witnessed “a dad hit the ref for sending his kid off”, while one parent recalled police being called when two opposing parents started fighting.

Chance to Shine coaches are to begin a summer programme of lessons in playing sport in a sporting yet competitive manner to 350,000 children in more than 5,000 state schools as part of the MCC Spirit of Cricket campaign.

Coaching ambassador Kate Cross, who plays for England Women, said: “We want children to be competitive but there is a line that shouldn’t be crossed and that applies to children as well as to any pushy parents watching them.”

Source: BBC News

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Empathy and kindness for our children

Published on February 20, 2015 in Generale, Giovani and Mental coaching. 0 Comments Tags: , , , .

Very well brief article written about a central topic concerning the parents-children relation. Each of us has to improve in this area.

“When asked, many parents say that they value kindness in their children above many other traits. We instinctively know that social skills like gentleness, kindness, and sharing, are important to the long-term health and well-being of our children. But these social and emotional skills are also linked to empathy, or the ability of a person to understand what another person is experiencing. Without empathy, it is difficult for a person to understand and express many of the feelings that help them get along with others.

According to The Center on the Social and Emotional Foundations for Early Learning at Vanderbilt University, young children experience several stages of development that influence their social and emotional skills from birth—and their empathy. From birth through the first few months of life, babies learn how to react to other people’s actions and emotions from their parents and caregivers. If parents and caregivers express loving, calm attention to their children and others, then babies learn that they are loved, and how to show kindness to others. As very young children learn to understand their own feelings, they also learn to understand, and care for, the feelings of others.

There are many ways that parents and caregivers of young children can help them learn more about their feelings, and how to care and express concern for others. Parents and caregivers can do this by expressing love and attention to their babies from birth. They can also use storytime to talk about how characters in books are feeling—anger, fear, love, or sadness. And songs like “If You’re Happy and You Know It…” can be adapted to express many kinds of feelings.”

(by Too Small to Fail)

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The art of listening the “difficult child”

Published on January 20, 2015 in Allenatori, Calcio, Corsa, Giovani, Tennis, Tiro a volo and Young and Football. 0 Comments Tags: , , , .

The new conditions of growth and socialization, albeit positive, can take the kids not to be able to cope with the complex situations. We live in a changing society, requiring new types of adaptation: in sport, but not only, we pretend  the children reach the goals faster than in the past, developing abilities ever earlier, in the same time the basic needs of children have an even smaller space. The consequence of this change is often the child’s invisible social malaise.

Each youth coach, but also the parents and educators, should know that the main tool to stay in touch with children is the listening. Listen means active listening, that it’s the ability to understand the meaning of indirect messages of him/her who is speaking.
The children do not have the richness of the language to express their psychological distress and for this reason they show behavioral changes, becoming what coaches usually call difficult child. Behaviors such as to leave the pitch, not to listen the coach, be aggressive with the teammates, not being able to live the locker room, kick balls off the pitch often labeled as whims or rudeness, are instead most often alarm behaviors. Through them the children unheard by the adults send their hidden messages. Too often the adults’ reactions are the punitive classic behaviors. To deal with these situations it’s important to be creative by observing the children’s behaviors and especially listening to the indirect meaning of their messages. Both the parents and the coaches must know that every deviant behavior is a message they have to understand. Therefore, the first step should always be to ask: what are you telling me? Which is the reason to behave like this? What does it mean this behavior?

In most cases there is only a tool that can help to understand the demand, leading to an educational response: the listening.

The coaches who listen use this approach:

  • Use the children’s words to show them they have understood the communication
  • Repeat and paraphrase what they heard
  • Use expressions like, “if I understand you want to say that …”, you’re telling me that … “
  • Use non-verbal language to support their communication: they watch the group or the athlete and turn their body toward them
  • Recognize the children’s moods, emphasizing their relevance, working to reduce or increase the mood intensity as a function of the situations
  • Summarize the children’s thought, highlighting the value of individual/collective contributions to achieve the goals

If the coaches want to know their listening skills, they can answer these three questions:

  • Do I spend time listening to my young athletes?
  • How do I show interest to listening during the practice?
  • What is my most effective way to show interest toward the athletes’ thoughts, emotions and behaviors?

“Nature has given us two ears but only one tongue, because we are required to listen more than talk.” (Plutarco)

(by Daniela Sepio)

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