Breaking up classroom sitting time with cognitively engaging physical activity: Behavioural and brain responses.

par Emiliano Mazzoli, Jo Salmon, Wei-Peng Teo, Caterina Pesce, Jason He, Tal Dotan Ben-Soussan, Lisa Michele Barnett
Publié 2021

Behaviours that prompt primary school teachers to adopt and implement physically active learning: a meta synthesis of qualitative evidence

par Andrew Daly-Smith, Jade L. Morris, Emma Norris, Toni L. Williams, Victoria Archbold, Jouni Kallio, Tuija H. Tammelin, Amika Singh, Jorge Mota, Jesper von Seelen, Caterina Pesce, Jo Salmon, Heather McKay, John Bartholomew, Geir Kare Resaland
Publié 2021

Collective conceptualization of parental support of dual career athletes: The EMPATIA framework.

par Kinga Varga, Ciaran MacDonncha, Laurence Blondel, Enrico Bozzano, Fabrice Burlot, Rute Costa, Nadine Debois, Dominique Delon, Antonio Figueiredo, Joerg Foerster, Masar Gjaka, Carlos Gonçalves, Flavia Guidotti, Caterina Pesce, Andrej Pišl, Eoin Rheinisch, Ana Rolo, Sara Rozman, Gary Ryan, Anne Templet, Antonio Tessitore, Giles Warrington, Laura Capranica, Mojca Doupona
Publié 2021

Staying Active under Restrictions: Changes in Type of Physical Exercise during the Initial COVID-19 Lockdown

par Valentin Benzing, Sanaz Nosrat, Alireza Aghababa, Vassilis Barkoukis, Dmitriy Bondarev, Yu-Kai Chang, Boris Cheval, Muhammet Cihat Çiftçi, Hassan M. Elsangedy, Maria Luisa M. Guinto, Zhijian Huang, Martin Kopp, Hafrún Kristjánsdóttir, Garry Kuan, Luca Mallia, Dadi Rafnsson, Gledson Tavares Amorim Oliveira, Arto J. Pesola, Caterina Pesce, Noora J. Ronkainen, Sinika Timme, Ralf Brand
Publié 2021