Physical activity is an important aspect of good health for everyone; it is even more important for psychiatric patients who usually live an unhealthy lifestyle. In recent years, there has been growing focus on the use of soccer as a vehicle to improve the health of subjects with severe mental illness. The aim of this study was to investigate the effects of soccer practice on the self-reported health quality of life (SRHQL) and sports performance (SP) in psychotic subjects. Eighteen male patients with diagnosis of schizophrenia were randomized into either a trained (TG) or a control group (CG). The TG was trained for 12 weeks using two soccer training sessions per week. The CG did not perform any regular sports activity during the experimental period. Anthropometric measurements, SRHQL, personal time records in a 30 meter sprint test and slalom test running with a ball were evaluated before and after the experimental period. SRHQL was assessed using Short Form-12 questionnaire measuring physical and mental component summary scores. After the training period, the TG showed a relevant decrease by 4.6% in bodyweight (BW) and body mass index compared to baseline. Conversely, the CG showed an increased BW and body mass index by 1.8% from baseline to posttest. Moreover, after 12 weeks we found that control patients increased their BW significantly when compared to trained patients (Δ = 5.4%; P < 0.05). After the training period, comparing the baseline TG’s Short Form-12-scores to posttest results, we found an improvement of 10.5% and 10.8% in physical component summary and mental component summary, respectively. In addition, performances on the 30 meter sprint test and slalom test running with a ball in the TG improved significantly (P < 0.01) from baseline to posttest when compared to CG. Soccer practice appears able to improve psychophysical health in individuals with diagnosis of schizophrenia. Indeed, our study demonstrated that programmed soccer physical activity could reduce antipsychotic medication-related weight gain and improve SRHQL and sports performance in psychotic subjects.

Recent studies have focused on the positive influence of regular physical activity on executive functioning in children. Coordinative skills (agility) and executive functions (updating, attention, inhibition and planning processes) were investigated in children before and after 6 months of a Football Exercise Program compared to a control group of sedentary peers. The participants were 44 children aged 8.8 years: Group 1 comprised 24 children in a football (i.e., soccer) exercise program and Group 2 comprised 20 sedentary children. At pre-test and post-test, coordinative skills and executive functions were measured. After the Football Exercise Program, there were significant differences between sport and sedentary groups in coordinative skills and executive functions. The football group at post-test showed significantly larger gains than the sedentary group on measures of agility, visuo-spatial working memory, attention, planning and inhibition. Findings shed light on the issue to plan structured sport activities as a natural and enjoyable way to improve cognitive skills.

It is known in the literature that fundamental motor skill acquisition is strongly associated with the development of neuromotor, cognitive, social, and emotional aspects in childhood. Unfortunately, in Italy, the physical education teacher is not included in the school’s core personnel, and it is very hard to find a specific physical education program (PEP) that could improve preschool children’s motor and cognitive status. The aim of this study was to investigate whether the quotient of gross motor development (QGMD) and pre-literacy skills concerning visual analysis and spatial orientation abilities changed after 16 weeks of PEP (2 h/week) in preschool children. We conducted a school-based non-randomized pilot trial. It involved 119 preschool children, clustered in a control group [CG, n = 29, body mass index (BMI): 16.90 ± 3.16 Kg/m2] and an intervention group (IG, n = 90, BMI: 16.00 ± 1.75 kg/m2). Participants were assessed for literacy readiness, locomotor and object control skills before and after the experimental period. IG increased the locomotor, object-control skills and QGMD in response to PEP. As concerns the pre-literacy domain, no significant difference was found in visual analysis and spatial orientation skills between IG and CG groups. However, we detected improvements from baseline to post-test in IG children. In conclusion, this study contributes additional evidence suggesting how a PEP could affect not only motor skills, but also cognitive ones. Consistently with the growing research, interventions based on structured ludic-motor activities ensure health benefits for preschool children.Clinical Trial Registration: www.ClinicalTrials.gov, identifier NCT01274117.

Background: regular physical activity has an effect on biological responses in both muscles and organs that, in turn, alter the structure and functions of the brain. Therefore, this study aims at comparing motor (sprint, coordination ability and explosive legs strength skills) and cognitive abilities (working memory, attention, executive functioning) in children. Methods: 39 children with average chronological age of 9 years were divided in: Karatekas (n=19) and Sedentary (n=20) groups. Their abilities were measured by motor and cognitive tests. Motor skills were assessed through a battery composed by the 20 mt Sprint test, the Agility test and the Standing board jump Test. Cognitive profile was assessed by a battery of tests derived from BVN 5-11, "Batteria di Valutazione Neuropsicologica per l'Età Evolutiva": Visual discrimination test, Reaction time test, Forwards and Backwards Digit Span Tests, Corsi Block-Tapping test and Tower of London. Results: our results reveal significant differences between two groups (p < 0.05). Karate children show better speed times, explosive legs strength and coordination skills. They scored better on working memory, visual selective attention and executive functions. Conclusion: karate exercise training shows global benefits resulting in physiological and psychological gains in children.

The discussion focuses on the strength that parents have with regard to helping their children develop less negative, and potentially also more positive attitude towards homework, through autonomy support as a scaffold for motivation.