Archive for the 'Corsa' Category

Building a stronger national team: beyond stereotypes and external pressure

The national team can only perform at its best if it manages to free itself from the excessive expectations that surround it. When the social environment insists that winning is the only option or that failing to qualify for the World Cup for the third time would be unforgivable, it creates pressure that does not help players perform better; it actually weakens their confidence. The problem is not the absence of great stars, but the way this idea becomes the center of every discussion, as if there were no future without exceptional talents. In the same way, it is useful to talk about the national team without resorting to the usual rhetoric: “there are no champions like in the past,” “these players are not proud to wear the national jersey,” or “they lack character and fall apart at the first difficulty.” Labels like these explain nothing—they are dogmatic, stereotype-based statements that oversimplify reality and prevent us from truly understanding the team’s dynamics and challenges.

To build something solid, the focus needs to shift toward what a group can create through work, trust, and collaboration. Highlighting the collective spirit, valuing the idea that each player also plays for his teammate, relying on tenacity, intensity, and the courage to express one’s own style of play—these are the elements that can turn an ordinary team into a strong one. And if fans, social media, and the press cannot be changed, it becomes even more essential to create an internal environment where the team’s voice matters more than the noise coming from outside.

In this process, each player should ask himself what he can bring from his club to the national team: which qualities, habits, or mentality he can put at the service of the group. It is equally important to consider what one is willing to do for others, what teammates expect, and how players can support one another in difficult moments. These questions help dissolve fears and clarify the contribution of each individual.

A sincere and continuous dialogue with the players is needed—one that acknowledges the burden of expectations and the weight of external judgment. Open conversations about what happens on the pitch, how to deal with difficulties, and how to make mutual requests foster a shared sense of security, which is crucial for strengthening the team’s unity.

When players understand that they do not need to act like solitary heroes but can rely on each other, they unleash energy and qualities that pressure often suppresses. Trust is born from the group, and the group grows stronger by sharing what each person does best, protecting itself from external noise, and abandoning the stereotypes that prevent us from seeing reality as it truly is.

When tennis is decided by two points: the secret of champions

In contemporary tennis, top-level matches are played on such a thin margin that the difference between winning and losing often comes down to just a handful of points. Two, three, sometimes even a single one. It is in those moments that the invisible gap between an excellent player and a true champion reveals itself. Just look at Sinner, Alcaraz or Djokovic: their superiority does not lie only in their winners, their power or their speed, but in their ability to stay inside the pressure when others are overwhelmed by it.

This kind of competitive stress is not a detail; it is a skill in its own right. Those who excel in tennis learn it slowly, often through painful defeats, unmanageable situations, moments when the arm tightens and the mind seems to want to run away. The difference is that champions do not fear these symptoms: they recognize them, accept them, and use them as part of the game.

The first element that becomes clear when observing them closely is how much their stress management is the result of specific training. The technical staff of top players recreate extreme pressure situations on court—repeated tie-break simulations, points that count double, immediate penalties for errors. The goal is not punishment, but adaptation: to ensure that this kind of tension stops being a threat and becomes familiar territory. When a young player is consciously exposed to this competitive climate, their emotional response changes, and over time the pressure loses part of its destabilizing power.

Mental routines also play a fundamental role. Champions use short, almost imperceptible rituals that are tremendously effective. They adjust their strings, breathe deeply, look away from the court to detach themselves from the point just played. In those few seconds, they restore order to the chaos, regain a kind of inner balance, and prepare for the next point with a clear mind. It is a way to create continuity, to avoid being dragged by either enthusiasm or discouragement. In tennis, where every point is a world of its own, this ability to reset quickly is a powerful weapon.

Equally important is the ability to regulate emotional activation. Too much tension leads to paralysis, too little leads to sluggishness. There is an ideal zone in which body and mind function at their best, and it is within this range that champions know how to place themselves. They do it through breathing, through whispered key words, through focusing on a single technical objective. They do not try to eliminate anxiety—because they know it would be useless. Instead, they learn how to modulate it.

There is also an often overlooked element: the quality of internal dialogue. In decisive moments, what an athlete tells themselves can determine the kind of shot they produce. The phrases used by the strongest players are short, essential, and free of drama. They are not motivational slogans but functional instructions—a way to call the mind back to order and shield it from spiraling, catastrophic thoughts. This self-talk creates psychological continuity, prevents excessive emotional swings, and brings attention back to the process rather than the outcome.

Finally, it must be emphasized that pressure management is closely tied to confidence in one’s technique. Sinner can play a high-stakes point calmly because he has built a reliable serve; Alcaraz can take risks in tough moments because he has a stable and aggressive range of options. Technical and tactical work thus becomes a psychological factor: the more solid a shot or an action is, the more effectively the mind self-regulates in crucial moments.

All this requires experience. No athlete learns to manage pressure without going through phases of confusion, bitter defeats, matches lost just steps from the finish line. Every heavy point played—won or lost—leaves a mark. Every stressful situation trains character as much as an hour in the gym. It is a slow and sometimes unforgiving process, but it is also what shapes the mentality of true champions.

In today’s tennis, where the difference between two players can be almost invisible, the ability to play those two or three points that decide a match is the most valuable quality of all. It is a talent that is built, not inherited. And it is precisely in this hidden skill that Sinner, Alcaraz and the other greats of the circuit find their margin of superiority.

In a sports world accustomed to celebrating strength and speed, it is fascinating to discover that the real difference, in the moments that truly matter, is not in the muscles but in the mind. Champions are not those who do not feel pressure—they are those who have learned to live with it better than anyone else.

The manger asks self-control but do the opposite

In recent years, a profound shift has become evident in the way football managers experience matches on the touchline. If in the past a coach was expected to be a figure of control, almost detached and measured, today it seems normal to see managers shouting, gesturing, despairing or celebrating as if they were still players on the pitch. It is as though in football, as in many other areas of society, openly displaying every emotion has become a rule, because we now live in an era where expressing what you feel is considered a value, almost a form of necessary authenticity.

But this comes at a cost. It has become clear in the case of Antonio Conte, who, after admitting he had reached his limit, decided to take a week off to spend time with his family. And he is not the only one. There are many examples. Allegri has almost built a persona around his shouting and the dramatic tossing of his jacket. Spalletti came out psychologically drained from his experience with the national team. Guardiola literally clutches his head on the sidelines when his team isn’t performing as he wants, and Mourinho often stages theatrical displays of protest or frustration. These are different ways of expressing the same paradox: a role that demands ever-greater emotional involvement while simultaneously consuming those who live it too intensely.

What’s interesting is that this emotional overflow clashes with what is required of players. They are asked to remain in control, to be aggressive but not impulsive, to forget mistakes immediately, to avoid complaining, to stay focused on the match even when emotions surge. It is curious to demand discipline from those on the pitch while accepting—and sometimes celebrating—the lack of control from those on the bench. It’s as if the manager’s emotional leadership has become a kind of spectacle, a sign of total commitment, but at the same time a contradictory example for those who are expected to follow their instructions.

The feeling is that we are going too far, that this constant intensity is not sustainable. Expressing emotions does not necessarily mean exploding with them, and perhaps true maturity lies in knowing how to manage what you feel, not in showing it always and at all costs. In this sense, Conte’s decision to pause, breathe and regain balance may paradoxically represent the kind of leadership we need today—a leadership that does not burn out, does not exhaust, and that above all sets a good example even off the pitch.

Building a future in sports for young with autism

For 10 years, the Integrated Football Academy has been dedicated to football and autism. We started as a Football School with 30 children aged 6–12, and today we involve 80 young people with autism.

The activity has always been supported by AS Roma, and during this training and sporting journey, a new project was developed—funded by the 8×1000 contribution of the Waldensian Church—to allow five young adults over 18 to expand their path not only as players but also to fulfill their dream of becoming coaches. Thanks to an online training program offered by the Italian Federation of Paralympic and Intellectual-Relational Sports (FISDIR), they obtained the qualification of multidisciplinary assistant.

This experience was followed by a paid internship for the duration of the competitive season, which allowed them to carry out this role by assisting coaches on the field.

The story of these young men has become a three-episode podcast, “Chiamami Mister” (“Call Me Coach”), created by Aligi Pontani and Giuseppe Smorto, narrated by Daniela Di Giusto.

As Luca says in the podcast: “Becoming a coach, for me and for the people close to me, is a great source of pride. It’s a huge step that I now have to keep building on.” And as Lollo adds: “Now I’m looking forward to helping the little ones.”

Listening to this podcast helps everyone understand that for young people with autism, it is possible to build a world with a positive and concrete future—one that goes beyond the limits we usually associate with them.

It’s good for our souls. Listen to it here:
https://open.spotify.com/show/4dPqPNY0nKynyeM7PFKc3c?si=5HSBTwvHSTWSCnY61C5BTw&nd=1&dlsi=21fe79cd1b0f4526

Pep Guardiola’s psychological mindset

Pep Guardiola has reached 1,000 matches on the bench and is considered — and considers himself — the best football coach. His story began in 2007 when he took charge of Barcelona’s B team, going on to win 12 league titles, 14 national cups, and 3 Champions League trophies.

Below is the psychological approach to the role of coach that I wrote for the book Palla al centro. La psicologia applicata al calcio.”

A leader can also be recognized by the things he says to his players. When Guardiola coaches a team, he explains: “Let’s hope we make plenty of mistakes right away, so we learn faster.” Not being afraid to make mistakes is the mindset of someone with a winning mentality, because what truly matters is not chasing the perfect performance but how quickly one reacts to mistakes.

Fulfilling this need for improvement through understanding errors has been a cornerstone for Guardiola since he was a player, always searching for ways to make not only himself but also the team better. Relentless in his pursuit of progress, he does not appear arrogant and does not want to seem like someone he is not. His goal is to become the best Pep Guardiola he can be, and from the beginning he has aimed to improve his understanding of team chemistry.

To achieve this, he built his playing philosophy on Johan Cruyff’s ideas. He has often stated that Cruyff was his greatest idol and mentor, aware of the need for possession — both recovering and maintaining it — two principles that form the foundation of his playing philosophy. Moreover, he centered his work on the importance of strong values to transmit to the team: sacrifice, responsibility, respect, honesty, and teamwork. Confirming this, when he began coaching Barcelona, he opened his first training session by saying that coaching Barcelona was an absolute honor, but immediately after he spoke of the need to restore order and discipline and to be more professional. He himself is the first to set this example: it’s no coincidence he arrives first at training and leaves last.

Internal communication serves the players’ needs, and he regularly consults with his staff.

He spends a lot of time meticulously studying the opponent: “All I do is watch footage of our opponents and then try to figure out how to dismantle them.” This proactivity drives Guardiola to know not only his own team but also his rivals. As a result, every player must be prepared to feel constantly observed. At that time, at Barcelona, Deco and Ronaldinho did not share this attitude and were sacrificed for the good of the team. His approach to football at Barcelona is well expressed by these words:

“I don’t want everyone trying to dribble like Leo Messi; you need to pass the ball, pass it and pass it again… Pass, move well, pass once more, pass, pass, and pass… I want every move to be intelligent, every pass precise — that is how we make the difference from other teams. That’s all I want to see.”

Conte speaks between the lines: a European-level club is built on details

In recent days, Antonio Conte has repeatedly referred to the growth of the club, to the need to acquire a more “European” dimension (even though he never used that word explicitly). He mentioned the medical staff and the physiotherapiststwice, also adding: “I probably need to grow as well in order to prepare for a match every three days.”

Conte’s communicative behavior can be interpreted as a form of anticipatory leadership, in which the coach does not speak only about the present but prepares the environment—team, club, supporters—for a specific direction of development. Psychologically, Conte often uses allusive communication for two reasons: to avoid direct confrontation with the management and at the same time convey his message clearly.

Conte is a coach who builds his authority on the idea of attention to detail: when he mentions the medical or physiotherapy staff, it is never by chance. He does it to remind everyone that performance does not depend solely on him or the players, but on a complex system in which every link must function properly. It is a way of creating productive pressure on the entire organization, highlighting potential areas for improvement without explicitly blaming anyone.

When he adds that “he needs to grow too,” he introduces a key element: the legitimization of criticism through self-criticism. Psychologically, it is a refined strategy: admitting a personal limit lowers others’ defenses and makes his implicit critiques more acceptable.

His way of communicating is also a form of expectation management: Conte prepares the environment for the demanding path ahead, one that is not only technical but also cultural and organizational. Ultimately, his style reflects the dynamics of highly demanding leaders: alternating clarity and ambiguity to keep attention high, motivating while also testing the club’s ability to pick up on the messages between the lines.

Put People First – In Sports

The suicide of Marshawn Kneeland, 24 years old, player for the Dallas Cowboys, once again highlights—after yet another tragedy—the need to see the person first, and only afterward their performance.

In the world of sports, the expression “put people first” takes on a particularly powerful, yet often overlooked meaning. It means thinking about the athlete, coach, or fan before the result, the trophy, or the performance. In other words, it means placing human growth and mental and physical well-being at the center of the sporting experience.

Systematically applying this principle in sports would bring numerous benefits. First of all, it would improve athletes’ mental health: reducing stress, burnout, and the fear of failure, while fostering more authentic motivation. When a sporting environment values the person and not just the performance, athletes feel more supported, freer to express themselves, and consequently, more capable of performing at their best.

A “people first” approach would also promote team cohesion. Teams built on respect, listening, and mutual trust develop a collective strength that goes beyond individual talent. Empathy becomes the true key to success.

Finally, this way of living sport would help spread positive models for younger generations—young people who learn that winning is important, but that dignity, collaboration, and personal growth matter even more.

In short, to “put people first” in sports doesn’t mean giving up on victory—it means building a path where the greatest triumph is becoming better human beings.

 

 

From judgment to understanding: rethinking learning and error

In traditional education, teaching has been regarded as a wholly original art, and the teacher has often been placed in an ambiguous position—somewhere between an artist and a craftsman: culturally eclectic, rich in initiative, and independent in pedagogical choices.

Today, however, the educational world is experiencing a genuine pedagogical regression, also encouraged by excessively homogenizing technological and methodological trends, in which the student struggles to recognize themselves as the protagonist of their own learning journey, and the teacher seems to have lost their role as a “guide” in the construction of competencies.

The complexity of the teaching-learning process—where the interaction between teacher and learner represents the foundation on which to build methodological styles and strategies—can produce positive results only if it is freed from prejudices and evaluative dogmatism. As Sánchez Bañuelos states: “The validity of an educational project cannot be measured by any doctrinal or a priori dogmatism; it is the educational outcomes that, a posteriori, determine its real value.”

In this perspective lies José Mourinho’s reflection when he declared: “A coach must be everything: a tactician, motivator, leader, methodologist, psychologist.” This statement—beyond the sports context—expresses a conception of the educator as a multifaceted figure, able to integrate different skills and adapt to the specificities of each individual. One of his university philosophy professors once reminded him that “a coach who knows only about football is not at a high level,” emphasizing that technical competence alone, if isolated, is not sufficient to define the quality of a professional.

A similar idea appears in the thought of Benjamin S. Bloom, according to whom “regardless of what is being learned, almost everyone can learn if given the right prerequisites and adequate learning conditions.” Both perspectives converge on the importance of context and growth conditions: for Mourinho, the educator’s effectiveness depends on their ability to combine method, empathy, and leadership; for Bloom, learning is possible for all, provided that the system offers the necessary tools and environments. However, while Bloom highlights the structural limits of the school system and the socioeconomic inequalities that hinder equal opportunity, Mourinho emphasizes the personal responsibility of the teacher or coach in understanding human complexity and pursuing continuous self-development. In both cases, the centrality of the learner and the quality of the educational relationship remain essential elements.

To claim that a student “does not understand,” as is sometimes heard in teachers’ meetings, implies a static and reductive judgment: it assumes that the difficulty in comprehension is a permanent trait, rather than a temporary obstacle to be analyzed and overcome. Pedagogy, on the other hand, is based on the principle that every student can learn if supported by appropriate methodologies, personalized timing, and a climate of mutual trust. When a learner fails to understand, the causes may lie in the method, the language, the context, or emotional and motivational factors—not in their inability.

Learning is always a relationship. When difficulty arises, the teacher must ask themselves — Am I using the right method? — and reconsider tools, timing, and strategies. Every student has their own cognitive style and different ways of processing information. Saying “they don’t understand” means ignoring this diversity, which is instead the starting point for developing authentic competence.

Labeling students produces long-term negative effects: it undermines motivation, reduces self-efficacy, and fuels a vicious cycle of failure. Pedagogy, by contrast, requires analytical observation, formative assessment, and targeted interventions.

This attention becomes even more necessary for students of foreign origin who have not yet fully mastered the Italian language. A similar situation occurred in the 1960s, when the children of families migrating from southern Italy attended schools in the North, experiencing comparable forms of linguistic and cultural exclusion. In this sense, Italian schools have never truly overcome these dynamics, revealing a persistent difficulty in fully integrating diversity as an educational value.

Italian educational policy stipulates that assessment must take into account linguistic progress and the integration process, not only absolute results. If a student understands concepts but struggles to express them linguistically, the school must help bridge the gap, not penalize them. Confusing content knowledge with language competence means betraying the inclusive purpose of education.

Personalizing instruction, adapting goals, and diversifying assessment tools are essential conditions for ensuring equity and respect for constitutional principles. Failing a student who has shown effort and progress but faces linguistic challenges contradicts the educational purpose of schooling, which is to offer equal opportunities for learning success.

As an educational community, the school is called to provide linguistic and didactic support tools—glossaries, simplified tests, tutoring, reinforcement activities—that allow students to demonstrate their real disciplinary competences.
Every time a teacher plans an educational intervention, they have the duty to rigorously reflect on means, content, and methods, recognizing the shared responsibility of the learning process.

Otherwise, both teacher and student risk losing something, and the lack of openness to institutional and curricular change will only deepen inequalities, fueling new forms of discomfort and social injustice.

Those who can and want to… now.

Massimo Oliveri & Alberto Cei

Us against the world: the power and limits of Conte’s mentality

The so-called us-against-the-world mentality is a psychological attitude often adopted by charismatic coaches such as Antonio Conte. It consists of perceiving — or making others perceive — that both the coach and the team are under siege: from the media, opponents, or even the club itself. It’s a motivational strategy based on the idea that, by feeling threatened, a group strengthens its identity and its desire to fight back. In this dynamic, the coach becomes the leader who shields the team from a hostile “outside world.”

Feeling surrounded can generate extraordinary strength: it pushes people to exceed their limits, to work harder, and to put aside individual egos for a common goal. Many managers deliberately cultivate the idea of an external enemy to maintain focus and build a “us against everyone” mentality that reinforces unity.

However, this vision of football differs profoundly from the one that sees the game as a shared project, built on collaboration, mutual trust, and collective growth. The us-against-the-world mentality thrives on conflict and reaction, while football as a shared project is based on construction and long-term development. In the first case, energy comes from defense; in the second, from participation.

The danger is that the obsession with external enemies may reduce a team’s ability to build a positive and lasting identity — one grounded in ideas, style of play, and a broader sense of belonging. The cohesion born from feeling besieged is strong but fragile: it depends on opposition. The one built through sharing grows more slowly, but it is far more stable. It’s no coincidence that Conte — though often successful — tends to stay only a short time in the clubs he manages: the tension that fuels his method eventually becomes unsustainable. It’s a powerful approach that produces immediate results, but rarely long-term harmony or continuity.

Sofia Goggia’s olympic dream: a goal written over 20 years ago

Funny enough, today on Instagram, Sofia Goggia, to remind everyone of her goal to win the gold medal at the upcoming Cortina Olympics, posted a picture of herself with an old goal-setting sheet she filled out more than 20 years ago, in which she wrote that this was exactly the dream of her athletic career — and that this sheet comes from my 1987 book titled “Mental Training.”