Background: The Italian government promoted social distancing, in which the suspension of any social event, suspension of all activities practiced in gyms, sports centers and their closure was ordered. The social distancing in the school environment and the use of strategies to limit viral infection are not very compatible with group motor activity and team sports. The aim of this study is to verify the effectiveness of a CrossFit program in order to mitigate the deficits in fitness caused by COVID-19 prevention measures and to evaluate the effects on self-efficacy in a group of young adolescents. Methodsː 30 healthy participants were randomly allocated into an intervention group (IG) that performed the 8 weeks CrossFit training program or control group (CG). Physical fitness tests (i.e., Squat, push-up, lunge, and 20 m run) and psychological measures Regulatory Emotional Self-Efficacy scale (RESE) were performed at baseline and after 8 weeks. Resultsː After 8 weeks, the intervention group showed significant improvements for all fitness tests (p < 0.0001). Additionally, higher scores for the RESE negative and positive (p < 0.0001) scales were found in the intervention group. No statistical differences were found in the control group except for the push up test. Conclusionsː the 8-week CrossFit intervention program could positively affect the general physical well-being and improve the emotional perceived self-efficacy in healthy adolescents.

Body image is a multidimensional construct encompassing how we perceive, think, feel, and act toward our bodies and lies on a continuum from healthy body perceptions to unhealthy body perceptions. Previous researches suggest that adolescent girls experience higher levels of body dissatisfaction than do their male counterparts. Therefore, the aim of this research was to investigate on gender differences concerning the perceived body dissatisfaction and uneasiness by adolescents and the role played by the physical education in the process of positive development of the mental representation of the corporeity. 100 students (14-15 years) participated voluntarily in the study and were assigned to trained group (n = 50; 25M, 25F) regularly practicing sports outside the school hours, or untrained group (n = 50; 25M, 25F) did not practice any extracurricular physical activity in the period before the study. After anthropometric measurements (BMI), two standardized psychological tests to assess the degree of personal satisfaction towards their body were administered (i.e., Body uneasiness test (BUT) and contour drawing rating scale (CDRS)). BUT and CDRS scores were significantly lower for total trained group and trained females (p < .05). Also, total trained group and males and females trained showed a significant lower BMI (p < .05), whereas no significant difference was observed between the untrained and trained males for BUT and CDRS. Findings showed a better bodysize perception and a smaller body uneasiness by trained adolescents. Moreover, girls showed anyway a greater dissatisfaction and uneasiness with the external appearance compared to their male counterpart.

The purpose of this randomized controlled study was to investigate the effects of a 12-week coordinative ability training program on adolescents’ cognitive functioning, using evaluation tests of visuospatial perception, attention, and working memory. We randomly assigned 60 public school students (14–15 years) to either an experimental coordinative abilities training (∼40 min twice/week) group (n = 30) or a control group (n = 30) who received general psycho-physical wellness training (∼40 min., twice a week). At baseline and after training we used two standardized motor tests and a single cognitive measure (Corsi’s Block-tapping test) to assess students’ visuospatial perception, attention, and working memory. We found a significant Time x Group interaction for the Throwing and Catching Test and Corsi’s Block-Tapping test, reflecting a meaningful experimental group improvement (p &lt; 0.001), and there were no significant pre-post changes found in the control group. Thus, a 12-week program of coordinative abilities was able to improve not only coordination skills but aspects of cognitive functioning relevant to academic achievement.

The purpose of this randomized controlled study was to investigate the efficacy of an 8-week exercise programme conducted in e-learning mode on high school students’ academic performance. The aim was to examine the changes in physical fitness and learning outcomes during the enforced period of lockdown caused by outbreak of the second wave of COVID-19 pandemic and the closure of schools in Italy. Thirty high-school students (14–15 years) were randomly assigned to an experimental group (n = 15) that performed an at-home workout programme (~60 min., twice a week), or a control group (n = 15) who received only a regular programme of theoretical lessons where no practice takes place. Both groups were synchronized in real-time with the physical education teacher. In order to assess students’ starting level and significant changes reached, at baseline and after training, a battery of standardized assessment motor tests (Standing long jump test, Harvard step test, sit and reach test, and butt kicks test), and an academic achievement test (Amos 8–15) were administered. In comparison to the control group at baseline and the end of the programme, the experimental group reported considerable improvements in motivation and concentration, significant anxiety reduction, and an increase in capacity to organize studying and to be more flexible. Moreover, it was possible to observe the efficacy of the workout to improve learning ability among practicing students (p < 0.001). No significant changes were found in the control group. The results suggest that a school-based exercise programme conducted online could be a powerful approach in order to achieve the best academic outcomes and for improving students’ physical fitness as well as their cognitive health.

Police work requires continuous professional and physical training to cope with high stress situations and meet occupational tasks needs. Therefore, the purpose of this study was to investigate the effects of an 8week multilateral training program on physical and mental wellbeing. 20 healthy male volunteer policemen (age 46.8 ± 3.9 years) were randomly assigned to experimental group (n=10) that performed a multilateral training program consisting of agility and resistance training, or control group (n=10). At baseline and after 8 weeks, the sources of stress and coping strategies, and the physical and mental state of health perceived were measured by the Occupational Stress Indicator and the Short Form-12, respectively. The comparison of the mean pre/post differences between the groups was assessed by a two-way repeated measures ANOVA (p<0.05). After multilateral intervention, experimental group perceived less stress, showed a more realistic attitude towards the various working situations and a greater perception of physical and mental wellbeing than control group (p<0.05). The findings suggest that a physical education program in the continuing education framework, through the didactic method of multilateral training, could prevent the occupational stress that causes harmful physical and emotional reactions and threatens the quality of life in police officers.

Body image is closely linked to psychological well-being during adolescence. Physical activity is effective for improving body image disturbance and to date limited body image intervention were undertaken through physical education. Therefore, the aim of this randomized controlled study was to investigate the effects of an 8-week multilateral training on body-image satisfaction and body-size perception. 50 female students, aged 14-15 years, were assigned to experimental group (n = 25) that performed an extracurricular multilateral training program (90 min., 2 days a week) including cardiovascular endurance, agility, dynamic strength, flexibility, and team-building activities, or control group (n = 25). At baseline and after 8-week, anthropometrics and the degree of personal satisfaction towards their body were measured by body weight, Body uneasiness test (BUT) and Contour drawing rating scale (CDRS), respectively. After multilateral training, experimental group showed significant improvements (p < 0.05) in body weight, BUT and CDRS scores. Control group showed no significant changes. Findings suggest that an extracurricular multilateral training program could increase the body image satisfaction and improve the body-size perception in girls. Thus, extracurricular activities such as multilateral training should be considered by physical educators.

Parents play a key role in the youth sports educational experience. They are responsible for the introduction of their children to physical or sporting education and their involvement has been associated with sport participation in early stages. The aims of this cross-sectional study were, first, to assess the perceived and desired parental involvement by children and, secondly, to examine their satisfaction or dissatisfaction with any specific behavior. 80 male soccer players filled the Parental Involvement in Sport Questionnaire (PISQ) before or after a training session in presence of a coach. PISQ results revealed excessive active involvement and pressure, insufficient praise and understanding and satisfactory directive behavior from children’s parents. Our findings suggest that excessive parental involvement can cause pressure on children who would prefer parental participation characterized by praise and understanding. A balance between a supporting involvement without putting too much pressure is needed by the parents. To prevent burnout and dropout and to facilitate future practice, parents should be counseled (possibly by a sport educator) on how to positively support their children concerning their sport experience.

Bullying is characterized by power imbalances in relationships, which can lead to negative social consequences. Youth with higher levels of resilience are less likely to engage in aggressive behaviours or be victims of bullying. Karate, a martial art emphasizing respect, self-regulation and health promotion, may be an effective alternative to the anti-bullying failing approach of institutions. Therefore, the purpose of this randomized controlled study was to examine the effect of a 12-week karate based intervention on resilience. 50 students, aged 14-16 years, were randomly assigned to experimental group (n=25) that performed technical Shotokan karate practice, i.e. kihon, kata and kumite (60 min., once per week), or control group (n=25). At baseline and after intervention, the Child and Youth Resilience Measure (CYRM-28) assessed the individual capacities and resources, relationship with primary caregiver, contextual factors and total resilience. The intervention significant improved levels of the overall resilience and resilience sub-factors (p<0.05). The results suggest that psycho-social intervention based on Karate may improve the resilience and well-being of youth and make them less likely to engage in aggressive behaviour or be bullied. Thus, Karate should be considered an effective alternative to the anti-bullying failing approach of the institutions.