Roberta Rosa, Tiziana De Vita


Physical activity in sports contributes predominantly to people's health, favoring the development of a person's Overall Well-being, understood as a multidimensional construct in which several dimensions interact simultaneously (of cognitive, emotional, physical-motor, socio-relational, spiritual nature), by also returning a community well-being.

The aim of the paper is to highlight the importance of the inclusion of motor-sports interventions within the prison world. Not only it is seen as a "right" of a person with restricted freedom to benefit from the positive effects at psychological, motor, emotional and relational level, but also as a tool by which the psycho-pedagogical value of corporeality contributes in those educational processes capable of triggering an existential personal change. In addition, it underpins the rehabilitation and re-educability of the prisoner for a new life project and his/her future social reintegration.

Full Text:

PDF (Italiano)


Antonovsky A. (1996). “The salutogenic model as a theory to guide health promotion. Health Promotion International”, 11, 11–18.

Battaglia, C., Di Cagno, A., Fiorilli, G., Giombini, A., Borrione, P., Baralla, F., Pigozzi, F. (2015). “Participation in a 9-month selected physical exercise programme enhances psychological well-being in a prison population”. Criminal Behaviour and Mental Health, 25, 343-354.

Behjati, J., y Ghanbarpoor, A. (2015). “The Association between physical Activity in leisure time and juvenile delinquency in detained boys in Yazd prison”. International Journal of Pediatrics, 3(21), 871-878.

Caplan A. (1996), The role of recreational sports in the Federal Prison System, Wolfville (Canadá), Acadia University, Master of Arts and Sociology Thesis.

Cerasa A. (2017). Expert Brain. Franco Angeli, Milan

Chamarro A., Blasco T., Palenzuela D. (1998). “La práctica de ejercicio en las prisiones: factores asociadosa la iniciación y el mantenimiento”, Revista de Psicología del Deporte 13: 7(2), 69-91

Coalter F. (2007). A wider social role for sport: Who’s keeping the score? London, United Kingdom: Routledge.

European council (2000) – Nice Declaration - Annex IV - Declaration on the specific characteristics of sport and its social function in Europe, to be taken into account in the implementation of common policies

Crabbe T. (2000). A sporting chance? Using sport to tackle drug use and crime. Drugs: Education, Prevention and Policy, 7, 381–391.

Dale E. (1969). “Audio-Visual Methods in Teaching”, 3rd ed., Holt, Rinehart & Winston, New York, p. 108

Devís-Devís, J., Peiró-Velert, C., y Martos-García, D. (2012). “Sport and physical activity in European Prisons: A perspective from sportpersonnel”. Prisoners on the move.

Devís-Devís J., Martos-García D., Valencia-Peris A., Peiró-Velert C. (2017). “La profesionalización de los educadores deportivos en prisiones europeas”. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte, 17(66), 205-223.

De Vita T., Donini L., Iovino S. (2019). “Re-education treatment and physical activities in prison”, Sport Science 12 - 1: 69-72

De Vita T., Rosa R., (2018) Motor Activity, Corporeity, Education, Inclusion the Perspective of a Special Didactics. De Vita T., Rosa R. Italian Journal of Health Education, Sports and Inclusive Didactics, Educating to the body for health and proper develoment, Year 1 n.3, edited by F. Peluso Cassese, Universitarie Romane Editions. Rome.

Di Palma D., Tafuri D. (2017). “Attività sportiva & disability management per favorire l’inclusione scolastica”. Formazione & Insegnamento XV – 2

Di Palma D., Masala D., Impara L., Tafuri D. (2016). “Management of “sport” resource topromote the educational value”. Formazione & Insegnamento XIV – 3 – Supplement.

Foucault M. (1978), Vigilar y Castigar. Nacimiento de la prisión, Madrid, Siglo Veintiuno Editores.

Gallant, D., Sherry, E., y Nicholson, M. (2015). “Recreation or rehabilitation? Managing sport for development programs with prison populations”. SportManagement Review, 18, 45-56.

Gallese V. (2016). “L’empatia è sempre ‘incarnata’”, Scienza e Filosofia rubrica del Il sole 24 ore

Goldwurm, G. F. (2015a). Esperienza ottimale e selezione psicologica. In: Psicologia Positiva. Applicazioni per il benessere. Trento: Erickson SpA Editions, pp. 129-147.

Goldwurm G. F. (2015b). Comprendere il benessere per potenziare l'intervento. Una visione d'insieme sulla psicologia positiva. In: F. Colombo, edited by Psicologia Positiva. Applicazioni per il benessere. Trento: Erickson SpA Editions, pp. 11-28

Gråstén A., Jaakkola T., Liukkonen J. , Watt A., Yli-Piipari S. (2012). “ Prediction of enjoyment in school physical education” . Journal of Sports Science and Medicine. 11, 260-269

Official Gazette of the Italian Republic (1975). Law n. 354 dated July 26, 1975: "Rules on the penitentiary system and on the execution of private measures that limit freedom".

Isidori, E. (2016). The Dual Career of Student Athletes and the Quest for a Personalized Tutorship Model.International Journal of Novel Research In Education And Learning.

Johnson D., Johnson R., Holubeck E. (1996). “The nuts and bolts of cooperative learning, Edina, Interaction Book Co.”, it. Transl. by L. Marinelli, “Apprendimento cooperativo in classe. Migliorare il clima emotivo e il rendimento”, Trento, Erickson Editions

Kerekes N., Brändström S., Nilsson T., (2019). “Imprisoning Yoga: Yoga Practice May Increase the Character Maturity of Male Prison Inmates”. Frontiers in Psychiatry: volume 10, article 406

Laverack G. (2004) Health Promotion Practice: Power and Empowerment. London: Sage Publications

Laverack G. (2007) Health Promotion Practice: Building Empowered Communities. London. Open University Press

Lucangeli D. (2011). “Orientamento formativo ed educazione affettivo-emozionale a sostegno dell'interesse e della motivazione dello studente: è possibile insegnare a «voler apprendere»?” (237-246), in Speranzina Ferraro (edited by), National Orientation Plan. Resource for innovation and for the governance of complexity, Studies and documents of the Annals of Public Education 134-135/2011, Le Monnier

Martos-García, D., Devís-Devís, J., y Sparkes, A. C. (2009). “Deporte entre rejas. ¿Algo más que control social?”.Revista Internacional de Sociología, 67(2), 391- 412.

Meek R. (2014). “Sport in prison. Exploring the role of physical activity in correctional settings”. London: Routledge. Taylor & Francis Group.

Meek, R., y Lewis, G. (2012). “The role of sport in promoting prisoner health”. International Journal of Prisoner Health, 8(3/4), 117-130.

Meek, R., y Lewis, G. (2014a). “The impact of a sports initiative for young men in prison: Staff and participant perspectives”. Journal of Sport and Social Issues, 38 (2), 95-123.

Meek, R., y Lewis, G. (2014b). “Promoting well-being and desistance through sport and physical activity: The opportunities and barriers experienced by women in english prisons”. Women & Criminal Justice, 24, 151-172. http://dx.doi:10.1080/08974454.2013.842516

Migliorati M., Maulini C., Isidori E. (2016) La dual-career degli studenti-atleti nella scuola secondaria: fra teoresi pedagogica e progettualità. Formazione & Insegnamento XIV, 1, on line Supplement

Morris L., Sallybanks J., Willis K., Makkai T. (2003). Sport, physical activity and anti-social behaviour. Retrieved from Australian Institute of Criminology website

Nichols G. (2004). Crime and punishment and sports development. Leisure Studies, 23, 177–194.

Ortega, G., Giménez, F. J., Jiménez, A. C., Franco, J., Durán, L. J., y Jiménez, P. J. (2012). “Por una educación REAL: Valores y Deporte. Iniciación al valorcesto”. Madrid: Ediciones Gráficas Fundación Real Madrid.

Ortega, G., Abad, M. T., Giménez, F. J., Durán, L. J., Franco, J., Jiménez, A. C., y Robles, J. (2017). “Satisfacción de los internos de centros penitenciarios con el programa deportivo educativo de baloncesto desarrollado por la Fundación Real Madrid”. Cuadernos de Psicología del Deporte, 17(3), 143-148.

O’Toole S., Maguire J., Murphy P. (2018). “The efficacy of exercise referral as an intervention for Irish male prisoners presenting with mental health symptoms”. Int J Prison Health. 14(2):109-123.

Parker, A., Meek, R, y Lewis, G. (2014). “Sport in a youth prison: male young offenders’ experiences of a sporting intervention”. Journal of Youth Studies,17(3), 381-396.

Rìos, M. La Educación Física en los establecimientos penitenciarios de Cataluña.Tándem, 2004, nº. 15, p. 69-82.

Rosa R. (2019). “Corporeità e Ri-Educabilità nel Sistema Penitenziario”, in Inclusive Didactics, Methodology and Sports, 16 - Filo Refe, January 2019

Rosa R., De Vita T., (2018a) Corporeità, Affettività, Emozione e Cognizione nei Processi di Apprendimento / Corporeity, Affectivity, Emotion and Cognition in the Learning Processes

Italian Journal of Health Education, Sport and Inclusive Education, Year 1 n. 3 2017 Universitarie Romane Editions

Rosa R., De Vita T., (2018b) La valenza educativa della Corporeità e delle Attività Motorie nell’apprendimento delle Life Skills Education nella Scuola / The educational value of Corporeality and Motor Activities in learning of Life Skills Education in School, Year 2 n. 1 2018 Universitarie Romane Editions

Rosa R., Madonna G. (2019). Biodanza SRT, approccio motorio innovativo nella rieducazione dei Giovani Detenuti in: Lo Sport in chiave Psico-Pedagogica. Sport in a Psycho-Pedagogical Key. Year 3 n. 1 - January - March 2019. Italian Journal of Health Education, Sport and Inclusive Education. Universitarie Romane Editions. Rome, Printed on April 2019, pp. 77-90

Sandford R. A., Armour K. M., Warmington P. C. (2006). Re-engaging disaffected youth through physical activity programmes. British Educational Research Journal, 32, 251–271.

Scanlan T. K., Simons J. P. (1992). “The construct of enjoyment. In G. C. Robert” (Ed.), Motivation in sport and exercise(pp. 119-215). Champaign, IL: Human Kinetics

Smith A., Waddington I. (2004). Using ‘sport in the community schemes’ to tackle crime and drug use among young people: Some policy issues and problems. European Physical Education Review, 10, 279–298.

Shapiro L. (2019). “Embodied Cognition”, Routledge, London

UNESCO, Revised International Charter of Physical Education, Physical Activity and Sport, Parigi, 2015.

Varela F.J., Thompson E., Rosch E. (1992). “The Embodied Mind: Cognitive Science and Human Experience”. MIT Press Ltd (reprinted in 2017)

Vila G.M, Robles M.T.A., González L.J.D., Fuentes-Guerra F.J.G., Martín J.F., Sánchez A.C.J., Rodríguez J.R. (2019). “Evaluación de un programa deportivo orientado a la promoción de valores en centros penitenciarios españoles”. Revista Iberoamericana de Psicología del jercicio y el Deporte. Vol. 14, nº 1 - pp. 41-45

WHO - World Health Organization (1948). Constitution of the World Health Organization (WHO) Signed in New York on July 22, 1946, Approved by the Federal Assembly on December 19, 1946. Instruments of ratification deposited by Switzerland on March 29, 1947 Entered into force on April 7, 1948.

WHO - World Health Organization(1986a) Ottawa charter for health promotion: an International Conference on Health Promotion, the move towards a new public health. 17–21 November, World Health Organization, Ottawa, Geneva, Canada.

WHO - - World Health Organization (1986b) A discussion document on the concepts and principles of health promotion. Health Promotion International, 1, 73–76.

WHO - World Health Organization (2016). Regional Office for Europe physical activity strategy for the WHO European Region 2016–2025, Copenhagen.



  • There are currently no refbacks.

Copyright (c) 2019 Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Italian Journal of Health Education, Sports and Inclusive Didactics 
ISSN: 2532-3296