Every sport that is known, prevents a series of skills, real or acquired over time, which aim at the explosiveness of the gesture, looking for the maximum possible performance. The aim of this research work is to analyze a very important element, but very underrated: the clumsiness, which is able to change the result of a sport competition and which can be defined, in every sport, the enemy of every athlete.
The Knowledge of the Result for motor learning, relationship between subjective estimation of the error and relative frequency of external feedback. Research on the learning of a motor task, although generally conducted on healthy individuals, can offer useful indications about the best strategies to be adopted in the rehabilitation of subjects with CNS lesions. In fact, rehabilitation can be considered as a learning process in pathological conditions. There are numerous experimental evidences that, a lower relative frequency (FR) with which it is provided to the one who learns the knowledge of the result (CR) about the outcome of the response, and the request of the formulation of a subjective estimate before the CR (SS) both positively affect the fixation of the motor task. Recently, however, the possibility of an interaction between these two variables has been suggested, in the sense that the subject, when he must formulate a subjective estimate of the error, would benefit from a greater, and not a lesser, FR. To verify this, 60 healthy young subjects (mean age 24.1 ± 3.2) performed a simple task of producing a concentric work target with flexed elbow muscles during isokinetic contraction at a rate of 30 degrees / second. During the practice trials, subjects a) were required, or were not required, to estimate the error made in the newly concluded trial, and b) CR was provided after each trial (100% FR) or after one in every five trials (20 % FR). To further stress the difference between the subjects who were or should not formulate an SS, the latter was asked, immediately after the conclusion of the trial, to perform a simple mental calculation. All subjects performed 15 sets of 10 repetitions of the task during a single practice session. A retention test (1 set of 10 repetitions without CR or SS) was performed the following day. The comparison between the groups in the retention test was performed with the analysis of the variance, before and after adjustment for the initial conditions. The results showed that, after adjusting for the initial conditions, the group of subjects who received CR with 100% FR and who had to formulate the SS during the practice period, performed the retention test in a significantly better way.
The threshold of attention is valid for all types of contexts that the child faces from an early age, one of these is their academic performance that often, due to the inability to concentrate, is scarce and obstacle to the relationship between problematic child and his peers and adults. No responsibility is ascribable to children because, certainly, they are suffering from a neuropsychological disorder, nor are they the parents' fault. The pathology that has found space is ADHD (attention deficit and hyperactivity disorder: attention deficit and hyperactivity). It is one of the most frequent neuropsychological disorders of the developmental age, which occurs in pediatric age, characterized by a level of inattention and by a series of secondary seconds that denote hyperactivity and impulsivity. Children with ADHD cannot control their responses to the environment: they are inattentive, hyperactive and impulsive. Such behavior compromises their social and educational life. This pathology is associated, in fact, with disorders of social adaptation, a low level of education and employment, to be considered one of the most important signs, in childhood, of bad psychosocial adaptation in adulthood. The ADHD is too often misunderstood therefore not considered supported by therapeutic interventions. So, the aim of this research in to promote an educational and therapeutic path based on the increase of the hours of sport and motor education (in the extracurricular context) with the aim of improving the attention span, reducing impulsive problems, hyperactivity and stimulating self-control.
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