Call for papers n.198 (2025)
**The Universal Pedagogical-Educational Nature of Physical Activity and Sports Practice: Challenges and Prospects**
Today, physical activity and sports are enjoying a golden age, evidenced by the widespread recognition they receive and their extraordinary reach across all age groups: from children to adults, seniors, and even individuals with disabilities. This reach transcends social and economic barriers that have historically limited access. The universalization of physical and sports practice defines the educational ethos of our time, necessitating ongoing updates in technical and other aspects. It has driven the search for suitable spaces, investments in facilities, and the creative, managerial, and financial involvement of public institutions. Equally significant is the role of private organizations, although their contributions are sometimes overshadowed by political, cultural, economic, and market influences, especially in the most popular sports like soccer.
This remarkable rise in interest and participation in physical activity reflects advancements in hygiene and health but, more importantly, represents progress in education. For too long, education has been constrained by a kind of Achilles’ heel: a drift toward cultural abstraction rooted in an anthropological perspective disconnected from the body and experience. Today, a holistic vision has gained prominence, emphasizing the harmony between mind and body. This integrated view of cognitive, emotional, moral, and physical components allows for a fuller understanding of life’s dynamics throughout our existence. Physical activity and sports, therefore, hold educational potential as tools for personal development, inclusion, and the cultivation of personal, social, and even professional skills.
Body and mind. Culture andsport - How do the components of the mind-body and culture-sport pairings interrelate?
- To what extent is the pedagogical value of physical and sports practice recognized in various institutional frameworks?
- What challenges persist in informal educational contexts, where amateur sports often adopt professional perspectives?
In formal educational settings like schools, significant progress was made on July 26, 2023, with the inclusion of Article 33 in the Italian Constitution, recognizing the educational, social, and psychophysical well-being value of sports. However, informal contexts may prioritize economic and image returns, sometimes discouraging participants who feel inadequate to meet organizational expectations.
Another significant aspect often overlooked is the potential for dependency caused by excessive physical activity, as seen with the so-called “gym addicts,” where the fitness-health balance is pushed to extremes. In this diverse and pluralistic world of sports, certain practices may not align with consistent educational development.
Objectives of the Issue
This issue aims to gather theoretical and research contributions, including international perspectives, to explore:
1. The pedagogical significance of physical and sports practice across educational contexts (schools, families, sports associations, recreational groups).
2. The methodological and didactic approaches needed for different age groups and educational needs.
Suggested Topics (not exhaustive):
- Sports practice as an educational process: challenges and prospects.
- Sports as a tool for social inclusion.
- Merit, demerit, justice, and solidarity in sports.
- Amateur vs. professional sports: similarities and differences.
- Pedagogical training for sports professionals and physical education teachers.
- Physical education and skill development: relationships and outcomes.
- Adapted Physical Education (APE) for inclusive education of students with special needs (BES, DSA, disabilities).
- Task analysis in adapted physical education.
- Development of motor games for students with BES, DSA, and disabilities.
- Emerging ethical values in physical and sports practice.
- Body care and personal care through physical activity.
Deadlines:
- **Abstract Submission:** By February 20, 2025, send a Word and PDF file (approximately 600 characters, spaces included) in Italian (or original language) and English, with keywords, author(s) name(s), affiliation, and institutional email to:
Authors will be notified of abstract rejection by March 18, 2025.
- **Full Contribution Submission:** By April 10, 2025, send a Word and PDF file (minimum 25,000 characters, spaces included) with the same details as the abstract to the above addresses.
- **Publication Date:** June 30, 2025.
Contributions will undergo a **double-blind peer review** process. Any required revisions must be completed by May 10, 2025.
LINK TO EDITORIAL STANDARDS download
Starting from issue no. 198/2025, *Pampaedia* will accept both articles responding to the call and “open” articles on current or particularly significant pedagogical-didactic-educational topics. These may include historical-pedagogical research, or focus on the pedagogy of reading, school and children’s libraries, or children’s literature. All contributions, whether responding to the call or “open,” will undergo a double-blind peer review process and must adhere to the editorial guidelines outlined on the website.
