Electronic performance tracking devices are largely employed in team sports to monitor performance and improve training. To date, global positioning system (GPS) based devices are those mainly used in soccer training. The aim of this study was to analyse the validity and reliability of the inertial sensor device (ISD) in monitoring distance and speed in a soccer-specific circuit and how their performance compare to a GPS system. 44 young male soccer players (age: 14.9 ± 1.1, range 9–16, years, height: 1.65 ± 0.10 m, body mass: 56.3 ± 8.9 kg) playing in a non-professional soccer team in Italy, participated in the study. We assessed the players trough a soccer running sport-specific circuit. An ISD and a GPS were used to assess distance and speed. Data was compared to a video reference system, and the difference were quantified by means of the root mean square error (RMSE). Significant differences were found for both GPS and ISD devices for distance and speed. However, lower error for distance (dRMSE 2.23 ± 1.01 m and 5.75 ± 1.50 m, respectively) and speed (sRMSE 0.588 ± 0.152 m·s–1 and 1.30 ± 0.422 m·s–1, respectively) were attained by the ISD compared to the GPS. Overall, our results revealed a statistically significant difference between systems in data monitoring for either distance and speed. However, results of this study showed that a smaller error was obtained with the ISD than the GPS device. Despite caution is warranted within the interpretation of these results, we observed a better practical applicability of the ISD due to its small size, lower cost and the possibility to use the device indoor.

Physically active children have greater motor competence and a faster maturation compared with their sedentary peers. Recent research also suggests that physical activity during childhood may also promote cognitive development and therefore improve academic performance. The aim of this study was to understand if physically active academic lessons may improve academic achievement in primary schoolchildren. A systematic review following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines was conducted. The search was performed on the following database: PubMed, Web of Science, Scopus, Education Resources Information Center (ERIC), and PsycINFO (APA). Studies evaluating schoolchildren aged between 3 and 11 years taking part in educational contexts that include physical activity and natural environments evaluating physical fitness and/or educational outcomes were included. A total of 54 studies (for a total sample of 29,460 schoolchildren) were considered eligible and included in the qualitative synthesis. The Effective Public Health Practice Project risk-of-bias assessment revealed a moderate quality of the included studies with only two considered weeks. Despite differences in the retrieved protocols, physically active academic lessons improve the total time engaged in physical activity, motor skills, and/or academic performance. The results of this review suggest that learning through movement is an effective, low-cost, and enjoyable strategy for elementary schoolchildren.

Background: Education is the ideal setting for carrying out projects to improve primary students’ capacities. In recent years, interventions in natural environments have been more frequently proposed, but there is still a lack of standardization, making deeper study of the topic necessary. This review aims to report on what previous scientific research has been carried out, and eventually, to propose standard operating procedures for future interventions. Methods: This is a scoping review that adopted the PRISMA guidelines. Primary school children have been included, and the interventions had to be proposed adopting nature as the primary element of the learning process. Results: A total of 19 studies have been included, and a wide range of methodological differences has been detected regarding the included intervention protocols. Conclusions: Learning in nature is a feasible intervention that, despite the high heterogeneity of interventions, demonstrates positive outcomes in the learning sphere of children.

Digital media are widespread among school-age children, and their incorrect use may lead to an increase in sedentary levels and the consequences associated with it. There are still few studies that have investigated whether physical activity levels could be increased through their use. The aim of this study was to systematically review the scientific literature in order to identify whether digital strategies and technologies are capable of increasing the level of physical activity. A literature search was performed using the following databases: Pubmed, Scopus, and Web of Science. The main outcomes evaluated the increase in physical activity levels, the number of steps, and the reduction of sedentary behaviors. Two trained researchers independently assessed eligible studies against eligibility criteria, extracted data, and assessed the risk of bias. The Downs and Black checklist was used to assess the quality of the included studies. A total of 15 studies (1122 children) were included in this systematic review, with a mean age of 8.45 ± 0.70 years. Quality assessment of the studies observed a “moderate quality” of the included records. The results of this systematic review highlight that digital media can be applied as a way to improve the levels of physical activity in children to contrast a sedentary lifestyle. The main limitations of the study are the heterogeneity within the exercise protocols and the paucity of studies involving school-age children. More research is needed to confirm our findings also due to continuing technological progress.

Little is known about the dose–response of physical education interventions on motor coordination in preschoolers. Our aim was to investigate whether the development of motor skills changed depending on different amounts of a physical education program (PEP) in children aged 3–5 years. One hundred forty-five children were recruited from kindergartens and randomly divided into a control group (CG, n = 28), which did not perform any PEP, and two intervention groups, which performed 4 h/week (I1, n = 78) and 10 h/week (I2, n = 39) of a PEP for 16 weeks. Each lesson was set in the form of a programmed game in order to produce fun, thus increasing enthusiasm for participation. Before and after the intervention, locomotor and object control skills and the gross motor development quotient were assessed with the Italian version of the gross motor development test. Both intervention groups showed a significant increase in the motor skills compared with the control group. Moreover, the level of performance was significantly higher after 10 h/week compared to 4 h/week. These findings can be useful for standardizing PEPs in preschool settings so that they can be applied by teachers for planning effective programs for developing motor skills in early childhood.