Relationship Between Multi-Teaching Styles and Didactics Effectiveness on Rugby Instructors and Minirugby Players.

Background/objectives: The concept of educational systems thinking shows the rugby educational system as a network of multiple interactive and interconnected elements. However, the frameworks presented in the literature for developing sports practice through an educational vision and multisport engagement do not always have direct transferability to instructors' training courses. The study aims to evaluate the correlation between rugby instructors' methodological and didactical competencies and compare them with children's motor competence and psychological aspects.

The Impact of Perception-Action Training Devices on Quickness and Reaction Time in Female Volleyball Players.

The objective of this study was to examine the effect of a training program utilizing action perception technology (PAD) tools on improving the motor reaction times and neuromuscular capabilities of the upper and lower limbs compared to a traditional training program. Twenty-four female volleyball players competing in the Italian national championship were randomized into two groups of 12 athletes each: an experimental group (EG) and a control group (CG). A preliminary analysis confirmed the absence of significant differences in age and anthropometric characteristics between the groups.

Observation of Medium-Induced Yield Enhancement and Acoplanarity Broadening of Low-p_{T} Jets from Measurements in pp and Central Pb-Pb Collisions at sqrt[s_{NN}]=5.02 TeV.

The ALICE Collaboration reports the measurement of semi-inclusive distributions of charged-particle jets recoiling from a high transverse momentum (high p_{T}) hadron trigger in proton-proton and central Pb-Pb collisions at sqrt[s_{NN}]=5.02  TeV. A data-driven statistical method is used to mitigate the large uncorrelated background in central Pb-Pb collisions.

Analysis of self-perceived use of spectrum of teaching styles in Italian physical education teachers.

Introduction: The present study aims to assess PE teachers' perception about the use of teaching styles during curricular lessons.

Methods: The sample involved a total of 83 PE teachers (M = 41, F = 42, main age = 43,74 ± 10,76) divided according to years of service (0-4 = 36%, 5-10 = 34%, and over 10 = 30%) and academic training (Higher Institutes of Physical Education = 44% and master's degree = 56%). Teachers complete a digitalized version of a self-produced questionnaire to assess how many times they use each teaching styles during the last month.