Italian Journal of Health Education, Sports and Inclusive Didactics
Kinesiology and sport are currently experiencing a phase of profound cultural, institutional, and professional transformation. The amendment of Article 33 of the Italian Constitution, which recognizes the educational, social, and psychophysical well-being value of sports activity in all its forms, fits within the broader European process of constitutional recognition of the right to sport and represents, for the first time, an explicit acknowledgment within the Italian constitutional text. This recognition is placed within Article 33, traditionally dedicated to education and research, thus configuring sport as an area of public interest and highlighting its potential implications for university education and research, professional systems and regulations, as well as for public policies and the overall complexity of the educational system. This constitutional recognition is part of the reform process initiated with Law No. 86/2019, entitled “Delegations to the Government and other provisions regarding the organization of sport, sports professions and simplification”, and further developed through Legislative Decree No. 36/2021 (and its subsequent amendments and supplementary provisions), which formally recognized four new professions within the Italian legal system:
As a consequence of these regulatory innovations, the Italian National Institute of Statistics (ISTAT) introduced the specific ATECO code 86.96.01 for economic activities related to kinesiology, distinguishing it from other codes referring to economic activities performed by sports workers. This code is aligned with the European classification NACE, version 2.0 (Nomenclature statistique des activités économiques dans la Communauté européenne) adopted by Eurostat, the statistical office of the European Union, in order to ensure uniformity and comparability of statistical data across European countries. Italy’s alignment with the European classification system therefore connects national reforms to the broader European social, economic, and professional context, generating corresponding needs for regulatory alignment among EU Member States, associated countries, and candidate countries. Another significant step is represented by the 2022 Budget Law (Law No. 234/2021), which made physical education compulsory in primary schools, to be taught by specialist teachers holding a Master’s degree in Motor and Sports Sciences. This reform recognizes the educational and methodological specificity of kinesiology within the school system, whereas other subjects (Italian language, mathematics, science, English, technology, music, and visual arts) are generally taught by generalist teachers using a unified pedagogical approach. Furthermore, a legislative measure currently under discussion in the Italian Parliament aims to define structured physical exercise as a health-related activity, assigning professional responsibility to the Basic Kinesiologist and to the Preventive and Adapted Physical Activity Kinesiologist (APA). Once approved, this provision is likely to produce effects also at the European level, due to the already mentioned processes of regulatory alignment among European countries. From a broader European perspective, the ongoing reconfiguration of physical, motor, and sport-related professions is part of a wider process of harmonization of professional competencies, certification of specialized training, and development of research lines in kinesiology and sport, in accordance with the European Qualifications Framework (EQF) and the initiatives promoted by the European Commission. In light of these considerations, the journal invites scholars, researchers, professionals, and policy makers to contribute theoretical articles, empirical research, case studies, professional experiences, and interdisciplinary reflections on the following topics.
Call Themes 1. Constitutional framework, institutions and public policies - the new constitutional paradigm of sport and its educational, social, and institutional implications; - the evolution of public policies for physical activity and well-being, with particular reference to legislative proposals currently under discussion in Parliament concerning Structured Physical Exercise as prevention and therapy; - sport, active citizenship, and participation: educational and community-based models. 2. Professions in Kinesiology and Sport - the professional figure of the Kinesiologist in its different profiles (Basic, Sports, Preventive and Adapted Physical Activity – APA) and its role in different intervention contexts; - the professional profile and competencies of the Sport Manager within the reformed sport system; - the evolution of motor and sport professions following the introduction of Sports Workers, Kinesiologists, and Sport Managers in the new state and sport regulatory framework; - university education in Motor and Sports Sciences in light of the reform of degree classes. 3. European and comparative perspectives - alignment of Italian professional profiles with European standards; - professional mobility, recognition of competencies, and harmonization of educational pathways within the EU context; - European models for the promotion of physical activity and their implications for national policies. 4. Education, school and university training - physical education in primary school and new educational scenarios; - teaching models aimed at promoting psychophysical well-being through movement in formal, non-formal, and informal learning environments; - innovation in university curricula in motor and sports sciences; - educational accountability of amateur sport associations and clubs (ASD and SSD) and health-oriented fitness facilities. 5. Innovation, digitalization and new learning environments - the impact of digital technologies, artificial intelligence, and monitoring systems on human movement; - new environments for motor practice: digital ecosystems and hybrid contexts. The contemporary challenge is to develop university and professional education that, while maintaining scientific rigor, is capable of recognizing the complexity of the sport phenomenon and valuing movement as a fundamental educational, social, and cultural experience. Such education should support every citizen’s right to physical activity and sport, promote well-being and inclusion, and contribute to the sustainable development of society. Deadline Full Paper 30th May |