Sport science 

About: Sport science is an academic journal. The journal publishes majorly in the area(s): Athletes & Physical education. It has an ISSN identifier of 1840-3662. Over the lifetime, 214 publications have been published receiving 642 citations.

Inclusion in sport dance and self perception.

Abstract: In Italian the term integration has always been used with the meaning of “mutual integration”, that is the arrangement of the individual and of the context; The term inclusion does not seem to add anything that is not already present in the term integration. Different is what happens in the English language, as the term integratio seems to have lost some of its original meaning, being replaced by the term inclusion or inclusive to underline the mutual arrangement between individual with disabilities and context. Finally, in Italian it seems correct to use both terms, integration and the Anglicism inclusion, explaining that it refers to processes that involve changes in both people with disabilities both in the context of membership. The concept of integration has to be born by the transition from the focus of the stereotype that regards disability, to the eye than able to meet each other in all its diversity and complexity. Today, thousands of disabled people live a life the same way as able-bodied, the "normality" of disability in the social, cultural, business and sports is more of a reality, but this is due to the fact that these people have, throughout their life, met a context able to promote and enhance the differences. Each sports, as a chance for growth, represents a gratifying activities which that conveys to people with disabilities a sense of well-being that helps them, sometimes, to overcome their limitations; it helps to develop the process of autonomy, as part of the process of social integration by proposing relationships with friends, adults, educators, athletes, disabled or not. The dance sport strongly embraces this latter perspective, as being a sport with the characteristic of the group, fully enclosing the objective of promoting social integration as an opportunity for personal growth and social inclusion of people with disabilities and not only. Dancing is not exhibitionism or race to show the perfection of a technique or of a body, dancing is an art, is a manifestation of one's inner being, it is the joy of acceptance of one's own limits, of creativity, it is the expression that will take you to another and to the group. Aim is to test the term of inclusion and integration in dance sport and how the athlete think about the phenomenon.

Physical skills, sport learning and socio-affective education

Abstract: The school carries out its work of training through three fundamental aspects of the growth of the subject: the verbal and non-verbal communication, socialization, and cognitive and motor learning, which have between them an interdependent relationship. The process of building knowledge system is determined by the intertwining between components intuitive, quantitative and qualitative, under the influence of social conditioning, cultural and emotional. Formal education has always paid little attention to training the sentiments favoring the cognitive aspect of the person. This raises finally, the emphasis on the fact that appropriate affective education aims precisely to foster an ongoing dialogue between cognitive life and love life.

Differences in agility performance between futsal and soccer players

Abstract: The purpose of this study was to determine differences in agility performance between futsal and soccer players. The research was conducted on a sample of 82 subjects divided in two groups: 40 futsal players (body mass 70.39 ± 5.33 kg ; body height 176.26 ± 6.85 cm) and 42 soccer players (body mass 70.86 ± 5.65 kg ; body height 175.42 ± 5.95 cm). The subjects were tested in the following variables: Slalom test (SL) ; Slalom test with ball (SLB) ; Sprint with 90° turns (S90°) ; Sprint with 90° turns with ball (SB90°) ; Sprint 9-3-6-3-9 m with 180° turns (S180°) ; Sprint 9-3-6-3-9 m with backward and forward running (SBF). The values for the Slalom test with and without the ball are very similar for soccer and futsal players and without statistically significant difference (slalom test p = 0674 ; slalom test with ball p = 0830). The same results are in the sprint test 9-3-6-3-9 whether it was done by turning for 180 ° or with running back and forth. For the agility performance of players, in the tests SL and SLB there was no statistically significant difference between futsal and soccer players. The futsal and soccer players differ in the intensity exertion during the game, but not in the motor activities such as agility. Agility is a very important component of both, futsal and soccer and it represents a common characteristic. Based on that fact we can be conclude that the players in this two sports are very similar in agility performance.

Comparative analysis: support for student - athletes and the guidelines for the universities in southeast Europe.

Abstract: Multitude of different studies confirmed that it is rarely possible to combine higher education and sport successfully without some level of flexibility in educational programmes. Some of the European countries and its universities have adjusted entry requirements that offer flexible arrangements and support systems for student athletes. The main purpose of this paper is to consider the role of universities in balancing athletic performance and education of student-athletes. The support services to the studentathletes at university generally include some of the following measures: flexible timetabling and permission for absence at training/competition, unlimited student status, distance learning and e-learning programmes, individual tutor support and monitoring, etc.. According to the best practices in Europe, we have proposed the list of the Guidelines for promoting dual career in educational institution that have been adjusted towards universities’ abilities and student-athletes needs in this region.