1,752,560 research outputs found
L’educazione del professionista dell’esercizio fisico preventivo per la promozione della salute
No full textNessun ciclo di studi può offrire una formazione completa e definitiva. Anche nella professione di chi si occupa di attività motoria e sportiva è così. L’apprendimento avviene per tutto l’arco della vita.
Nonostante la recente presa di posizione da parte del legislatore (si veda d. lgs. 28 febbraio 2021, n. 36 “Attuazione dell’articolo 5 legge 8 agosto 2019, n. 86) quali sono gli indicatori di conoscenza, competenza e abilità che rendono affidabile un personal trainer?
In un lavoro del 1999, Rupp et al., riportano che nelle palestre un corso di formazione o di certificazione, garantisce che l’istruttore ha completato un percorso di formazione professionale.
In Italia, al momento, non ci sono indicazioni che possano fornire quali siano gli standard didattici, nei metodi e nei contenuti, per corsi di questo tipo. Inoltre esiste una sovrabbondanza di associazioni che affermano che solo i loro corsi certificano la conoscenza, le abilità e le competenze che sono essenziali per lavorare come insegnanti per il fitness. La Marca (in Zanniello, 2008), riferendosi al ruolo dei maestri, così come a quello di qualsiasi educatore o formatore, evidenzia come la professionalità può avvenire solo in contesti in cui il soggetto è direttamente o indirettamente coinvolto.
Nello specifico, Thomas et al. (1993) riportano che il vasto apprendimento non formale nel professionista della salute e fitness non si traduce necessariamente in un professionista competente e capace. Solo il 39% delle persone intervistate, inoltre, aveva un titolo di studio universitario attinente alle scienze dell’esercizio fisico.
Alla compilazione di un questionario con domande inerenti gli aspetti nutrizionali, la fisiologia e la programmazione dell’esercizio, chi aveva conseguito una delle due certificazione internazionali più accreditate, quella dell’ACSM (American College of Sports Medicine) o quella della NSCA (National Strenght and Conditioning Research) e chi aveva un percorso formativo universitario in educazione fisica o scienze dell’esercizio, ha avuto risultati migliori di chi non aveva nessuno di questi titoli. L’educazione formale, quindi, sembra essere più importante di quella non formale per la conoscenza del personal trainer.
Diversi autori (Fuller et al., 1994; Cereda, 2008 e 2013) hanno proposto le materie che sono ritenute fondamentali per la preparazione tecnica ed educativa per un personal trainer: anatomia umana, anatomia dell’apparato locomotore, postura ed equilibrio, biologia, analisi della composizione corporea, nutrizione e gestione del peso corporeo, fisiologia umana, fisiologia dell’esercizio, biomeccanica, prevenzione degli infortuni, valutazione funzionale, programmazione dell’esercizio, allenamento con i pesi, pedagogia generale e speciale, psicologia.
A livello universitario, in Italia, la laurea che racchiude tutte le materie di cui sopra è il corso di laurea triennale in Scienze motorie e dello sport (L-22). Questo fornisce conoscenze e competenze teoriche e pratiche relative agli ambiti professionali dell’educazione e della formazione della persona attraverso il movimento e le attività sportive.
Nell’ambito delle scelte di programmazione nazionale e regionali che hanno introdotto la sperimentazione della cosiddetta AFA (Attività Fisica Adattata), il laureato in scienze motorie è la figura ritenuta importante per i fini di promozione della salute, prevedendo che tale attività non rientri tra le prestazioni sanitarie, bensì abbia il compito di ricondizionamento al termine di un protocollo riabilitativo, combattere la sedentarietà, favorire la socializzazione e promuovere stili di vita più corretti. La necessità di una formazione più specifica per lavorare con le persone definite “fragili” hanno caratterizzato il percorso formativo della laurea magistrale in scienze e tecniche delle attività motorie preventive e adattate (LM-67, S.T.A.M.P.A.)
Qualification, training, and profession of exercise professionals
No full textThe employment prospects available to individuals who have completed physical education programs have broadened significantly beyond traditional roles in public school gymnasiums and college activity programs. In recent years, physical educators have found diverse and stimulating positions within allied health professions, including nursing, specialist preparation programs such as exercise physiology or exercise science, and corporate settings that involve the management of wellness and fitness programs. Consequently, physical educators can function as "fitness educators" for various populations. The exercise professional (EP) as personal training has emerged as a burgeoning business in recent times (IRSHA, 2022). In the field of exercise, it is widely acknowledged that an exercise professional should possess the ability to tailor an exercise program to the needs of a diverse range of individuals (Cereda, 2015b; Malek et al., 2002). Specifically, an EP must have the skills to evaluate an individual's requirements and devise a program that is both safe and effective in meeting those needs. In order to achieve these goals, a variety of qualifications are necessary. Certification is considered to be a desirable attribute for the EP, as it provides assurance to the client that the trainer has undergone a rigorous professional training curriculum. Nonetheless, evaluating the certification program can be just as important as assessing the trainer's qualifications. It is recommended that the trainer be certified by an esteemed educational organization that provides comprehensive training and skill assessment for trainers. In summary, to be considered a proficient EP, the following qualifications are advised (Cereda, 2015a)
Fitness: la guida completa
No full textThere is no newspaper, magazine or television network that does not dedicate
one space to the diets, tying them for the concepts
wellbeing and health. Is it legitimate?
According to the case that the diet has any
therapeutic purposes shall be prescribed by a
might be developed by the physician and dietitian. which
Personal Trainer can mean that no action
on the control of the weight of a person when this
he purpose of the typical health care profession.
Outside of this situation, the identification of a program
Food for a healthy person, wishing to
understand by this term a subject that has received
by their physician certification of eligibility
physical activity, nutrition education and hygiene concerns.
Foods and supplements are sold and purchased
freely in any supermarket, and as such
are part of culture, knowledge, expectations
individual of a given society. Therefore, excluding
absolutely any therapeutic approach,
The Personal Trainer must know the essential concepts
underlying supply and must
be able to advise the correct assumption
meeting the caloric needs of the program
physical work agreed with the customer. the non-
able to do so would be an expression of poor
professional capacity
Esercizi e casi studio relativi a specifici soggetti
No full textThe case studies provide good examples of how they are applicable in the real professional life, as well as being the best way to put into practice the knowledge acquired and to illustrate the principles that a training program should follow. The method is widely used by the American College of Sports Medicine (ACSM), National Strength Conditioning Association (NSCA), the Canadian Society of Exercise Physiology (CSEP), the International Sports Sciences Association (ISSA). The approach to the assessment of a case study involves three aspects:
1. screening and risk stratification;
2. evaluation of the components of the physical form;
3. information regarding physical activity and exercise to practice;
After presenting a concise this type of approach, particular attention will be paid to the case studies as examples.
Risk Stratification
Although physical activity is crucial to the health and the prevention of a large number of diseases (cardiovascular problems, osteoporosis, certain forms of cancer and cerebrovascular disease, to name a few), the prior assessment of health status, or the level of risk of the starting situation of the client, it is vital that it is carried out, before proceeding with the involvement of the same in a training program, in order to prevent the occurrence of problems that this can cause (for example, people who suffer from forms of undiagnosed coronary artery disease are particularly at risk of myocardial infarction during exercise).
The ACSM distinguishes three levels of risk:
low (down to 44 year old men, women under 54, with no more than one risk factor for coronary artery disease or no symptoms);
moderate (45 years for men, 55 for women, subjects with two or more risk factors),
high (one or more symptoms of cardiopulmonary distress or with established cardiovascular disease, pulmonary or metabolic).
For the preliminary assessment of the level of risk of the customer using a questionnaire (see chapter 2). The interpretation of the answers given by the customer follows the type of stress test to which he will undergo and the type of workout program that will take.
A valued customer with a low risk factor, examined the status of training, can perform maximal exercise stress test and undertake a program of intense training. A subject at average risk factor can be tested sub-maximal (intensity and moderate resistance). Customers with a high risk factor should not be subjected to any kind of test or program without the direct supervision / the direct involvement of a specialist doctor
Dalla formazione universitaria nelle scienze motorie e sportive alla professione
No full textThe shape of modern society makes the problems associated with regular exercise increasingly topical. At the same time, there is the question of teach-ing modern forms of movement that attract the attention and interest of mil-lions of people in Italy and throughout the world, who turn to public and private facilities offering services for motor activity, from the most traditional to the most modern. These are places where the work is no longer one of motor or sports activities promotion, but one of training and education. Places that involve children, adults in various age groups, the elderly and, for several years now, people with stabilised chronic diseases who manage to maintain and improve their state of health through physical exercise and gen-tle sporting activity. The main professional figures present in these contexts, as instructors and personal trainers, represent the point of contact between the environments where these activities are offered and the people who practice them. Given the preventive aspect of physical exercise, the close connection with health status, the increase in the number of adult and elderly practitioners with chronic illnesses, and the countless professional prospects, it is becoming increasingly important to combine the academic knowledge of exercise and sports sciences with the skills needed by those who, in these environments, are then responsible for educating on proper movement and, indeed, teaching how to do it. The curricular university internship is the transition phase between education and employment. This essay presents data on curricular internships undertaken by students on the L-22 degree course at the Università Cattolica del Sacro Cuore in Milan.La configurazione della società moderna rende sempre più attuali i problemi connessi alla pratica di un regolare esercizio fisico. Parallelamente si pone la questione dell'insegnamento delle moderne forme di movimento che catalizzano l'attenzione e l'interesse di milioni di persone in Italia e in tutto il mondo, che si rivolgono alle strutture pubbliche e private che offrono servizi per l'attività motoria, da quelle più tradizionali a quelle più moderne. Luoghi dove non si fa più opera di promozione e animazione motoria o sportiva, ma vera e propria opera di formazione ed educazione. Luoghi che coinvolgono i bambini, gli adulti in varie fasce di età, gli anziani e, da ormai diversi anni, persone con patologie croniche stabilizzate che con l'esercizio fisico e una blanda attività sportiva riescono a mantenere e migliorare il proprio stato di salute
Educazione allo sport: insegnante, istruttore o allenatore? Tra qualifiche e competenze
No full textL’educazione fisica e lo sport contribuiscono alla crescita integrale della persona, indirizzano verso un salutare stato di vita e generano benefici fisici e psichici. La formazione di operatori socio-motori ad alto livello di qualificazione educativa generale e specifica è fondamentale.
Si pone una riflessione sui processi di formazione e qualificazione professionale degli istruttori sportivi, nonché dei contenuti, che dovrebbero formare le persone e, compito estremamente articolato, con l’attivazione di buone pratiche per il sociale, prevenire la dispersione scolastica, la disoccupazione, il reinserimento sociale e quello lavorativo.
La funzione dell’istruttore sportivo può essere descritta come una costante applicazione di conoscenze professionali interpersonali e intrapersonali al fine di migliorare le competenze, la fiducia, le relazioni delle persone in specifici contesti operativi.
Mentre gli istruttori possono sviluppare le loro competenze funzionali durante la pratica, quindi attraverso l’esperienza, le competenze relative ai loro compiti dovrebbero essere fornite nei percorsi formativi.
Per evitare un fallimento sul piano pedagogico e sul piano etico, i percorsi formativi e i relativi contenuti per gli operatori sportivi devono comprendere un ordine di idee e di strumenti, con delle linee metodologiche e operative interne a un progetto di educazione permanente e ricostruite secondo una nuova coerenza, attivando una proposta di attività motoria-sportiva polivalente, informata ad una chiara e precisa scelta culturale che pone al centro dell’esperienza la persona integrale.Physical education and sport contribute to the growth of the man, directing towards a healthy state of life and generating physical and psychological benefits. The education of high-level socio-motor operators of general and specific educational qualification is important. A discussion on the training and professional qualification processes of sports instructors is necessary, as well as the matter. With the start of good social practices is possible preventing early school leaving, unemployment, social reintegration and work reintegration. The role of the sports instructor has been described as a constant application of interpersonal and intrapersonal professional knowledge in order to improve the skills, trust and relationships of people in specific operational contexts. While instructors can develop their functional skills during practice-experience, skills related to their tasks should be provided in the training paths. To avoid a failure on the pedagogical and ethical discussion, the training courses and related content for sports operators must include an order of ideas and tools, with methodological and operational lines within a project of lifelong education. They must be rebuilt according to a new consistency, with a proposal of multipurpose motor-sports activity, informed to a clear and precise cultural choice that places the man in the middle of the experience
Internship experiences in exercise and sports science: A comprehensive analysis of learning outcomes and professional development
No full textThis study investigated the educational outcomes and professional development of undergraduate exercise and sports science students through curricular internships. Analysis of data from 1,247 internships conducted between 2015-2020 at a large Italian university across diverse settings (fitness facilities, rehabilitation clinics, educational institutions, and sport organisations) revealed significant improvements in students' practical competencies, theoretical knowledge application, and professional identity development. Quantitative analysis demonstrated statistically significant increases in competency scores across all placement settings (p<0.001), with exercise post rehabilitation contexts showing the highest improvement in clinical reasoning (Cohen's d=0.89). Qualitative analysis identified four key themes influencing internship effectiveness: mentorship quality, alignment between academic preparation and practical demands, reflective practice opportunities, and professional networking. The tripartite relationship between students, university tutors, and industry supervisors emerged as central to internship effectiveness, particularly when characterised by regular structured communication and shared learning objectives. These findings suggest that structured internships with integrated reflection and assessment constitute a crucial transition phase in professional development, bridging theoretical knowledge and applied practice. Recommendations include standardised competency frameworks, mentor training programmes, and technology-enhanced collaborative assessment to maximise the educational value of exercise science internships
Pedagogy in motion: Intersections of educational science and exercise epistemology in society 5.0
No full textThe article examines physical education's epistemological foundations in Society 5.0, addressing methodological and philosophical challenges in movement-based learning. It advocates for an integrated framework reconciling quantitative/qualitative approaches, emphasizing physical literacy and inclusive pedagogy. The analysis explores digital transformation's impact and proposes a transdisciplinary research agend
Le basi metodologiche dell’EBP e la sua applicazione per le scienze motorie e sportive: l’approccio a sei livelli
No full textL’utilizzo del metodo EBP (Evidence-Based Practice) è importante per la credibilità e lo sviluppo della scienza dell’esercizio fisico come materia altamente specializzata e finalizzata alla salute della persona. Anche se molto è stato scritto riguardo il metodo EBP, la chiave per comprendere veramente la metodologia è seguire i passaggi fondamentali: identificare il problema, trovare, valutare e applicare l’evidenza scientifica, rivalutare periodicamente il problema o l’evidenza. Sono state mosse svariate critiche ma la maggior parte di queste fondano le proprie basi su idee sbagliate o errate interpretazioni del metodo. Infatti l’integrazione di evidenza scientifica, esperienza personale e preferenze dell’utente fornisce un metodo standardizzato e riproducibile per sostenere o confutare le scoperte scientifiche o le teorie non supportate, che sono fin troppo comuni nella scienza dell’esercizio fisico e dell’educazione motoria. Inoltre, fornisce un linguaggio comune che permette a professionisti di discipline diverse di interagire e confrontarsi.The use of the Evidence-Based Practice (EBP) is important for the credibility and development of the science of physical exercise as a highly specialized matter and aimed to the health of all. A lot has been written about the EBP method, but following the key steps is the key to truly understanding the methodology: Identifying the problem, finding, evaluating, and applying scientific evidence, revaluating the problem or the evidence periodically. Various criticisms have been made, but most of them base ideas on misconceptions or erroneous interpretations of the method. According to experts, the integration of scientific evidence, personal experience and user preferences provides a standardized and reproducible method to support or refute scientific discoveries or unsupported theories, which are too common in the science of physical exercise. It also provides a common language that allows professionals of different disciplines to interact and confront each other
The shifting landscape of kinesiology in Italy: A call for epistemological re-evaluation and curricular reform
No full textThe paper examines the challenges hindering the development and professionalization of kinesiology (Sport and Exercise Sciences) in Italy, focusing on legislative inconsistencies, curricular variability, and a biomedical research bias. Through mixed-methods analysis of legislative documents, academic curricula, and research outputs, the study analyse significant disparities in ECTS credit distribution across Italian degree programs (L-22, LM-67, LM-68), leading to fragmented graduate competencies. Additionally, a dominant focus on biomedical research neglects critical areas like motor control, sport pedagogy, and inclusive exercise design, limiting interdisciplinary engagement. Comparative analysis highlights misalignment with international standards in education and research. The paper advocates for curricular standardization, broader epistemological integration of social and behavioural sciences, and structural reforms to foster interdisciplinary collaboration. By aligning with global frameworks and addressing institutional fragmentation, Italy can enhance kinesiology’s role in public health, athletic performance, and equitable access to physical activity
- …
