Volleyball service is the fundamental element with which the game begins; it can be carried out from below, from a floating top, or from above in a jump. This article discusses the changes in speed and accuracy of service as a result of different training methods. A sample of 33 participants with no experience in volleyball was divided into three groups. Two groups carried out three weeks of training, the first following the ecological approach, in complete freedom, the second group following the mixed method (global-analytical-global) while the third group formed the control group. The participants were evaluated in advance and on two successive occasions. In each test, accuracy and speed of service were recorded. The results highlight the improvement in the accuracy and speed of the practice groups. In addition, the mixed training group presented greater consistency in accuracy, decreasing the variable error of their attempts. The main conclusion of the study is that the mixed training methodology can be a very effective method for learning the service in volleyball with inexperienced populations.

For some years, the Italian Tennis Federation has made use of the national didactic evaluation and learning quality certification system of the Fit Junior Program, geared at accompanying young students on an introductory path consisting of a series of steps, with the aim of dividing learning into goals. With respect to this program, the aim of this study is to observe the learning of tennis within a group of "Dolphin level" beginner children, of the Potenza Tennis Club. Attention was focused on the evaluation of five technical aspects: strikes with feet planted firmly on the ground; strikes by swinging the racket forward; also uses the non-dominant limb; shifts body weight from back to front; and strikes the ball at the right time. Each of them has been assigned a value between 1 (poor skill) and 5 (excellent skill), based on the skills acquired by the child during the five months of observation. The children underwent an evaluation both before and after the training period. Through the use of the Pearson correlation, it can be said that the working method carried out has made it possible to achieve positive results, confirming the effectiveness and validity of the Fit Junior Program.

Training exposes athletes to various types of load, often beyond their tolerance threshold. This, without adequate recovery, leads to the accumulation of fatigue. Fatigue can negatively affect the athlete's performance capabilities in terms of force production and motor control. Coaches should have knowledge of the effects of fatigue in order to better plan training avoiding phenomena that qualitatively and quantitatively limit performance or the occurrence of injuries. The aim of the work is to clarify the effects of exercise-induced fatigue, differentiating between central fatigue and peripheral fatigue, in order to provide correct information to develop specific post-exercise and post-workout recovery strategies. The study was carried out through the recognition, by PRISMA method, in the scientific literature of the theories and practices validated and disseminated in the world of sport to optimize training plans. The study reveals a differentiation on the origin of fatigue: in fact, we speak of central fatigue and peripheral fatigue. Both have different effects on the muscle response to training. For this reason, it must be considered differently in the management of loads, in terms of intensity, volume, frequency and density, in order to optimize the programming for reaching the peak performance, without overtraining. The data have been utilized by personal trainer to plan for every type of athlete to reach a better individual performance.

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Background and study aim. The ecological-dynamic approach promotes motor learning through task variability, modification of environmental constraints and appropriate use of feedback, original and creative motor solutions. This study wants to open a critical perspective on the didactics of physical activity selecting a methodological perspective adherent to ecological-dynamic approach. The aim is to highlight the significant aspects and the uniqueness and unrepeatability of heuristic learning, starting from theoretical lines. Material and Methods. For this purpose, an accurate survey of the scientific literature has been analyzed, highlighting the points of contact and contrast of cognitive and ecological-dynamic approach. Results. In the context of physical education, the most used pedagogical approach is the linear one. Teaching is influenced by spatial and temporal constraints, spaces and equipment, with reproduction styles and with predefined tasks and motor responses. This modality promotes awareness of motor skills and not transferability to other subject areas, as indicated by ministerial documents. Non-linear pedagogy, while promoting motor learning as a consequence of the interaction between the subject and the context, shows some limits. The first concerns the learning of transversal skills and, the second concerns the use of prescriptive teaching, absent in the ecological-dynamic approach, through heuristic learning. It is necessary to overcome the areas of prescriptiveness that still resist in the paradigm most recognized by the scientific community, the Constraints Led Approach, closely related to nonlinear pedagogy. They do not favor completely a heuristic learning as the anthropometric constraints suffer from the limitation of biomechanics. Also, goal constraints are prescriptively determined by the physical education teacher, which is not compatible with heuristic learning. Conclusions. This analysis highlights the need, usefulness and usability of heuristic learning in different professional fields. The study aims to offer a new perspective on physical education objectives in the National Indications, projecting them towards a social and transversal purpose.