Tag Archive for 'disabilità'

Summer camp for young with intellectual disability

Once again this year together with AS Roma we organized two weeks of summer camp for young people with intellectual disabilities. It started today and the sports activity took place in spaces organized with a sequence of motor stations so that everyone is active without moments of waiting. This allowed each child to be able to do the activity at their own pace, thus allowing them to take breaks depending on their tiredness and motivation to continue.

Having much more time to do the activity, compared to the usual training duration of 60 minutes also allows each person to take rather long breaks of 15 to 20 minutes while continuing to be on the field and then resume it having a time of 5 hours. This aspect also has a positive effect on the coaches who work in the knowledge that they do not have to urge the young person to do the activity, as can happen during the year when training time is much shorter.

Participants will be active for 5 hours per day for a total of 25 hours per week, which in quantitative terms is equivalent to 3 months of training for two hours per week. In addition, these more limited-functioning boys/girls are also unlikely to make several absences during the year, so it is not difficult to assume that for many this weekly number of hours may be equivalent to 4 months of training.

Look the video of today: WhatsApp Video 2022-06-13 at 11.33.03

How to increase sport among people with disabilities

10 target points to increase sport participations among people with disabilities. 

Catherine Carty, Hidde P. van der Ploeg, Stuart J.H. Biddle, Fiona Bull, Juana Willumsen, Lindsay Lee, Kaloyan Kamenov, and Karen Milton (2021). The First Global Physical Activity and Sedentary Behavior Guidelines for People Living With Disability.  Journal of Physical Activity and Health, 18, 86-93

10 target areas Actions needed
1. Awareness Tailored awareness campaigns are needed to draw attention to the inequity experienced by people living with disability in relation to physical activity. Emphasis on disability as an interaction between a health condition, personal characteristics, and the environment will help reduce exclusion and point to the broad range of sectors and actions that are needed to cocreate inclusive physical activity solutions.
2. Communication Communication campaigns for promoting physical activity and limiting sedentary behavior need to be targeted at and accessible to people with a wide variety of impairments through a variety of formats and technologies. General communication messages need to avoid ableist language and sentiment and be universally accessible.
3. Environment Inclusive access to local amenities, facilities, and services, including green spaces, blue spaces, and networks, may require new products, technologies, environmental changes, supportive relationships, and inclusive social attitudes. Safe and connected active transport should be made accessible for people living with disability so that they can participate more independently where they live, work, play, or go to school. This will help limit sedentary behavior and increase physical activity among people living with disability.
4. Training Training and education providers need to supply inclusive practitioners across sectors that impact physical activity and sedentary behavior to meet the specific needs of people living with disability. Disability awareness training for a broad range of community stakeholders (professionals to volunteers) would build much-needed understanding and help reduce the disabling impact of the social and physical environment.
5. Partnership Facilitating inclusion in and through physical activity is a whole of society issue. Multidisciplinary partnerships from national policy to local delivery levels are needed to address barriers and facilitators to create opportunities for participation. They must involve disability service organizations and people living with disability. Dedicated disability sport inclusion staff, working with disability organizations, can support the inclusion of individuals with disability in physical activity at community levels.
6. Research Mechanisms to gather disaggregated data on participation in physical activity, sedentary behavior, and disability are essential to monitor progress in participation on all levels—local, national, and international. An increased volume and quality of research exploring barriers and enablers to physical activity and its effects, along the disability continuum and across the domains of functioning (including life activities and participation), are needed to inform effective inclusive policy solutions and public health interventions.
7. Human rights Protecting, respecting, and fulfilling human rights with and for people with disability in and though physical activity are critical, including targeted interventions for those enduring intersectional discrimination. Increased understanding of roles and responsibilities pertaining to human rights is needed and must transfer to inclusive actions, advocacy, and investments across multiple sectors.
8. Programs Community-based physical activity programs need to consider disability-specific accommodations (across fully inclusive to segregated activities) and universal design principles. Facilitating choice in programming is critical, as is the need to provide opportunities to build positive experiences, beginning early in childhood.
9. Investment Investment is needed across sectors to advance disability inclusion in and through physical activity, in line with human rights obligations. It can be tailored according to means through innovative approaches. Appropriate and effective practical measures, or “reasonable accommodations,” such as assistants, carers, and assistive technologies, should be provided to help people living with disability to be active and to limit sedentary behavior.
10. Governance Creating inclusive societies requires significant changes at governance and policy levels. Disability inclusion in public health and physical activity should be mainstreamed through policies and legal frameworks. Partnerships, finance, and all relevant organs of society should be mobilized to address disability inclusion. With broad interagency governance structures, physical activity can be a driver of inclusive action in broader society.

Intellectual disability and football
















A special Sunday with soccer

It takes very little to spend a morning of play, soccer, with the coaches of Roma and the Academy of Integrated Football and sports psychologists. Many children and adolescents with intellectual disabilities on three pieces of grass at the Foro Italico, Rome, as part of the Tennis and Friends event.

This is the beauty of soccer, you just need a ball and immediately you play, anywhere, even in the small spaces between tennis courts. We must not lose the simplicity that this game offers us, it takes very little to spend time in a way that is fun for everyone, from young people to families and to us who organized it.

This year we are starting our 7th year of activity and after a long period without games we will organize tournaments to let the kids experience the excitement of playing together and competing against other teams.

For information go to our web site.

Sport and disability in Italy

The Paralympic Games highlighted the value of sport as an expression of self-realization and inclusion. In 2019, Istat had produced a report on the world of disability in Italy of which we report what was highlighted in relation to sport.

For people with disabilities, in the past, there was no possibility of practicing physical-sport activities, especially at a competitive level; only in the twentieth century appeared the first sports events of an international nature. Despite the fact that the concept of Sport for All is now widely shared, involvement in sport remains very low.

  • Only 9.1% practice a sport on a regular basis. The proportion of sportsmen and women increases significantly when their limitations are less severe (reaching 20.5%). Among the population with no limitations it corresponds to 36.6%.
  • People with severe limitations who, while not practicing sports, do some physical activity, are 14.4% (less than half of the value reached by the population with no limitations, i.e., 29.1%). Among people with less severe limitations, those who are engaged in physical activities are 27.6%.
  • Out of 10 people with severe limitations, about 8 declare they are totally inactive, that is, sedentary, and do not engage in any sport or physical activity, compared with 34.1% among the population without limitations.
  • Among people with severe limitations, significant differences are seen in gender (13.7% of men play sports, but only 6.0% of women) and age (20.7% of people under 65 play sports, compared with 2.7% of the elderly).
  • Territorial distances are observed with a marked North-South gradient: 11.9% of people with serious limitations living in the North participate in sports, compared with 6.3% of those living in the South.
  • Socio-economic inequalities are also strong: among people with severe limitations who have a medium-high level of education or excellent or adequate economic resources, higher levels of involvement in physical-sporting activities are achieved.
  • Higher levels of adequate physical activity are observed among people with (moderate or severe) difficulty in sensory areas (9.5% compared with 21% of people without any limitation in this functional area), and much lower levels among people with (severe or moderate) difficulty in walking30 (3.3% compared with 21% of those not limited in this area).

10 reasons to play football for young with autism

10 ragioni per cui i giovani con disabilità intellettiva traggono beneficio dal gioco del calcio
  1. Il calcio è lo sport più amato dai giovani di tutto il mondo: si può giocare ovunque, al chiuso e all’aperto, ogni luogo si può trasformare in un campo di calcio e chiunque indipendentemente dalle sue capacità può giocare una partita.
  2. Il pallone è un strumento sportivo senza rivali: lo puoi calciare con i piedi o con le mani e colpire con ogni parte del corpo; tutti possono passare la palla, tirare in porta o provare a parare un tiro. Dai un pallone a un gruppo di bambini e non si stancheranno di rincorrerlo.
  3. Il calcio favorisce l’inclusione di tutti, ogni ragazzo o ragazza può correre dietro una palla, toglierla a un altro, tirare, passare e parare.
  4. I giovani con disabilità intellettiva sono di solito esclusi dal gioco del calcio, perché sono rare le opportunità che gli vengono offerte.
  5. Giocare a calcio e con il pallone gli permette di stare con i compagni di classe, con i loro amici e di conoscerne di nuovi.
  6. Calcio è stare all’aria aperta, vedere le stagioni anche se si vive in città e imparare a muoversi con gli altri quando fa freddo o caldo o quando tira vento.
  7. Calcio è partecipare a un allenamento centrato su apprendimenti nuovi che determinano il miglioramento delle abilità motorie di base, coordinazione, abilità tecnico- tattiche, abilità di comunicazione, collaborazione e cognitivo-affettive.
  8. Calcio è stare in gruppo insieme durante l’allenamento, condividere gli stessi spazi, esercitandosi da soli ma anche con un altro compagno o in piccoli gruppi.
  9. Calcio è vestire la divisa della propria squadra, la Roma, andare allo stadio insieme a tutto il gruppo a vedere le partite e andare a scuola con questa uniforme, essere riconosciuti dai compagni come allievi della scuola calcio della Roma.
  10. Calcio è integrazione, allenandosi e partecipando a tornei e giocando partite di calcio integrato 5vs5 composte da tre giovani con disabilità intellettiva e due giovani della AS Roma.

Workshop: Football and inclusion.AS Roma experience with the young with intellectual disabilities

Calcio Insieme è un progetto di empowerment psicologico, relazionale e motorio tramite il calcio per giovani con disabilità intellettiva, con particolare riferimento al disturbo dello spettro autistico.

Dal 2015 la Fondazione Roma Cares, espressione della responsabilità sociale dell’AS Roma Calcio, e Asd Accademia Calcio Integrato orga- nizzano su base annuale programmi di sviluppo motorio attraverso il gioco del calcio per bambini con disabilità intellettive. Le indagini condotte hanno evidenziato la costante presenza dei bambini durante le attività e la soddisfazione delle loro famiglie e i benefici motori, sportivi e psicosociali che derivano da questi programmi.

Scopo di questo Seminario è di presentare i risultati delle ricerche condotte, illustrare il modello d’intervento, realizzato per la prima volta nel calcio giovanile con la collaborazione degli istruttori della AS Roma, degli psicologi dello sport, del logopedista, dei medici e dei responsabili dei rapporti con le scuole e le famiglie.

Sport and disability: a weak link

A new sports season begins, still in the midst of the restrictions due to the COVID-19. People with disabilities compared to those with typical development will have more problems following sports and motor activity programs.
However, the number of people with disabilities remains very low as it is good to remember by reporting again a year later the report by Istat del 2019 – Conoscere il mondo della disabilità, persone, relazioni e istituzioni

In summary some data, impressive for their negativity:

  • 9.1% of people with severe limitations practice sports activities (continuously or occasionally)
  • In Italy, out of 10 people with severe limitations, 8 declare to be completely inactive, against 34.1% registered with the population without limitations.
  • Gender differences: 13.7% of men, but only 6.0% of women, while 20.7% of disabled people play sports under 65 years of age, compared to 2.7% of the elderly.

Sport for young people with intellectual disabilities is not possible at the moment

Even before the coronavirus pandemic, the odds to access sports were stacked much higher for youth with a disability than the general population. Physical activity levels are 4.5 times lower for youth with a disability, and the obesity rate is 38% higher for these children, according to the National Center on Health, Physical Activity & Disability (NCHPAD).

Now, as youth sports start to return from COVID-19 in some states, the gap to access opportunities may grow even wider. The disabled community is taking a more conservative approach on when and how to play sports again because of health concerns.

I n the area of intellectual disability that I deal with  the project Calcio Insieme, we were unable to organize the summer camps precisely because of the difficulty in maintaining physical distance with these children. 

“People with disabilities are very much being more cautious,” said Bob Lujano, NCHPAD inclusion specialist and a former Paralympic rugby athlete. “There’s great fear of, if I do come down with (COVID-19) and I go to a hospital with only one or two ventilators, am I going to be passed over because Joe Smith, a 25-year-old without a disability, will get taken care of first?”

“Being ‘first’ in your community should be avoided,” Move United said in its return to play guidelines. “Take the benefit of some time to learn from other effective strategies, plan carefully, train your providers and form local partnerships that help prepare for the safest possible environment.”

Disability alone may not be related to higher risk for contracting COVID-19 or having severe illness, according to Centers for Disease Control and Prevention. However, CDC says some people with disabilities might be at a higher risk because of their underlying medical conditions. According to CDC, adults with disabilities are three times more likely than adults without disabilities to have heart disease, stroke, diabetes or cancer than adults without disabilities.

One significant concern about returning to sports is maintaining the safety of staff and volunteers in cases where youth need help to play.

Experts told The New York Times that one way to teach new concepts during COVID-19 to kids with intellectual disabilities is through “social stories.” These are individualized short stories that pair simple language with pictures used for children with disorders such as autism. They also recommend using color-coded circles to teach social distancing – such as red for strangers, orange for people you would normally wave to, green and yellow for casual and close friends, and blue for people you can hug, such as parents or siblings.

We have to be cautious, as they say, with Roma Cares and Accademia di Calcio Integrato we are planning what the return to football will look like for our young people with autism from September, the beginning of the 2020/21 football season. It will not be easy but it is our will not to stop this activity so important for these young people, the families and for us who have been organizing it for 5 years.

We will need more space and more hours to cover the same number of young people, so as to respect the physical distance and the possibility to play football which requires a large and structured space.

Calcio Insieme for young with motor and intellectual disabilities

Calcio insieme 

Un programma di calcio integrato per giovani 

con disabilità motorie e intellettive


              Università San Raffaele      AS Roma     Accademia di Calcio Integrato

                          Convegno Nazionale Scientifico AIDEE 2019

                                                   La Disprassia

                                     Roma, 17-18 Novembre 2019

Calcio Insieme, è un progetto promosso dalla Fondazione Roma Cares, Onlus legata al più ampio contesto di responsabilità e sostenibilità  sociale della AS Roma e dalla Asd Accademia Calcio Integrato, il cui obiettivo è lo sviluppo di una cultura dell’integrazione e dell’educazione ai valori dello sport attraverso il calcio.

Obiettivi - Studiare gli effetti di un programma di allenamento basato sull’insegnamento del calcio, su giovani con disprassia e con disturbo dello spettro autistico (ASD) promuovendone le competenze psicosociali, motorie e calcistiche. Nessun altro studio è stato condotto su sport di squadra e a nostra conoscenza i dati a disposizione provengono da sport individuali (Bremer et al., 2016; Luiselli e Cei 2017; Rivilis et al., 2011)) se non sono addirittura sconsigliati (https://dyspraxiafoundation.org.uk/dyspraxia-children/pe-lessons/).

Metodo - 30 partecipanti sono stati sottoposti a valutazione motoria pre/post. Valutazione psicosociale effettuata con interviste pre/post a genitori e insegnanti e con una valutazione svolta sul campo e continuativa nel tempo da istruttori di calcio e psicologi dello sport.

Risultati – Abilità motorie: differenze significative rispetto alle valutazioni iniziali in 6 prove su 10. Abilità calcio “correre con la palla”: il 39,3% non mostra alcun miglioramento, il 28,6% raggiunge un livello intermedio e il 10,7% un livello medio alto di abilità. Interviste ai genitori e insegnanti: percepiscono un incremento delle abilità psicosociali e motorie. Tale incremento differisce in base alla gravità del disturbo del giovane.

Conclusioni - Si conferma quanto emerso dalle rassegne su persone con ASD per cui la dimensione motoria migliora con percorsi specifici di apprendimento sportivo, ma a ciò si aggiunge che l’organizzazione dell’allenamento in attività di gruppo e individuali favorisce lo sviluppo delle competenze psicosociali. Il ridotto numero di giovani con disprassia richiede che i risultati dovranno essere documentati su una popolazione più ampia. Gli sviluppi futuri del progetto andranno verso una distinzione dei programmi di ricerca e di allenamento, con modelli specifici di intervento per le diverse diagnosi coinvolte.

Per sapere di più su Calcio Insieme:

Cei, A., Franceschi, P., Rosci, M., Sepio, D., e Ruscello, B. (2017). Motor and psychosocial development in children with autism spectrum disorder through soccer. International Journal of Sport Psychology, 48, 485-507.

Cei, A. e Luiselli, J. (a cura di) (2017). Sports, exercise and physical health among people with intellectual and developmental disabilities. International Journal of Sport Psychology, 48, 473-568, Special Issue.

Cei, A., Ruscello, B., e Sepio, D. (2019). Summer camp for children with ASD and parents perception of changes in psycho-social skills. International Journal of Sport Psychology, 50, 162.175.

Cei, A., Sepio, D., e Rosci, M. (in press). Sport, calcio e integrazione: L’esperienza dell’AS Roma con i bambini con disabilità intellettiva. Torgiano: Calzetti e Mariucci.

If you want to know more: send me mail for articles pdf.

Ulteriori informazioni: www.accademiacalciointegrato.com