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Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Emotions, their development and their effects have long been studied in multiple fields of science. Many disciplines like psychology, pedagogy, biology and neuroscience contributed to the realization of the current knowledge about emotions. Today, their evolutionary value is known thanks to the contribution of Darwin and numerous distinguished scholars, and many theories have followed each other over time, analysing the close relationship between emotions and cognitive processes. Furthermore, modern technologies resulted in a deeper understanding of these phenomenon, allowing the development of new theories, and their expansion and application to several field of study. Wherever the individual exists there are emotions, and that is why the sporting environmentcannot be exempt of them. People are involved in sport for several reasons, putting into play their emotion and being driven by them. Given the important educational value of sport, and its highly dynamic context, the emotional aspect must be strongly taken into account. The purpose of this work is to analyse the relationships between sports, emotions and cognitive processes and delve into their importance. We took into consideration several studies which highlighted the contribute of sport in promoting social and emotional development, creating a true virtuous circle, able to benefits several aspects of life. Furthermore, we considered the delicate and reciprocal relationship between emotions and performance in sport, and how the former can positively or negatively affect the latter. In conclusion we considered the educator as the main actor in the management social, emotional and cognitive development in the sporting environment. [ABSTRACT FROM AUTHOR]

The aim of this article is to identify some of the possible fields of application for the Pedagogy and Didactics of Motor Activity, in order to promote Inclusion and Integration. When we talk about Motor Activity we refer to a discipline that has a universal language among its characteristics, and therefore is particularly recommended in contexts where there is a need to overcome linguistic and cultural barriers. And this is why sports practice is increasingly used in situations of social hardship to improve the inclusion and integration of those subjects who would otherwise be excluded due to their linguistic, cultural, economic or social conditions. From a pedagogical point of view, several authors agree on the need for the discipline to pay attention to new stimuli coming from different disciplinary fields: the methodology used should also be integrated and open to new contents coming from other disciplines. Starting from the assumption that the areas of intervention of Social Pedagogy cannot ignore multidisciplinarity, we aim to underline the importance of the pedagogical-sports intervention in situations of difficult Inclusion and Integration, and to analyze the so-called "Progetto RETE!" (GOALS Project), which the Italian Football Federation has been carrying out since 2015 with unaccompanied minors hosted in the Sprar/Siproimi System (Protection System for beneficiaries of international protection and for unaccompanied foreign minors) facilities, considering it the best practice to be adopted in this case.This project is part of a broader program that the FIGC has conceived and has been carrying out for several years and which has as its ultimate goal the promotion of the values of inclusion and integration through sporting practice. [ABSTRACT FROM AUTHOR]