Gabriele Signorini
Biographic Data
| ID | 6949333 |
|---|---|
| NAME | Gabriele Signorini |
| GIVEN NAMES | Gabriele |
| FAMILY NAME | Signorini |
| SIGNATURE | SIGNORINI G |
| AFFILIATIONS | University of Milan |
| ORCID | 0000-0002-0452-0172 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The teaching swimming for understanding framework: An integrated approach to aquatic education for children and instructors
This study evaluates the impact of the Teaching Swimming for Understanding (TSfU) program within a comprehensive aquatic education framework that integrates motor, cognitive, emotional, and social learning, extending beyond sports success. A total of 200 children aged 5–8 years attending swimming lessons and 44 swimming instructors with federal licenses were recruited for the study. The instructors were divided into an experimental group that par…
Systemic relationships between ecological-dynamic approach and active reflection: Psycho-neuro-motor, cognitive, and physiological interactions in rugby pedagogy
Introduction: The rugby pedagogy approach in the concept of System Thinking can be seen as multifaceted elements that interact together interconnected by a red thread of neuromotor-psycho-physical and cognitive aspects. The ecological dynamic approach can build the athlete/player's behavior and learning by inducing adaptive and self-organized systems resulting from lived experiences. The study aims to evaluate if an ecological and reflective appr…
Multiteaching style and active reflection for swimming
A student-centred approach is widely used in team sports, but less so in swimming. A proper dosage of stimuli and a multiteaching approach, where games can link understanding and motor competence, could lead to educational success. This study investigated the didactical, methodological, and personal competencies of swimming instructors (SI) and their relationships with children's actual and perceived aquatic competencies. Two hundred children and…
Relationship Between Multi-Teaching Styles and Didactics Effectiveness on Rugby Instructors and Minirugby Players
For successful teaching, knowledge of specific technical skills is not enough, and it is important to consider all the factors (in particular, the teaching-communicative and methodological skills) that contribute most to instructors' skills
Effects of Musical Classes on Motor Creativity According to Age, Sex, and Weight Status in Young Students: A Music-Oriented versus Conventional Education Plan
Motor creativity can be influenced by the specificity of the school-class environments (music-based education plans) and individual characteristics. This study aimed to investigate the effects of music oriented and conventional education plans on rhythmic perceptive capacity, motor creativity, and skill- and health-related fitness components in young students according to age, sex, and weight status. One hundred sixty-three young Italian students…
The UP150: A Multifactorial Environmental Intervention to Promote Employee Physical and Mental Well-Being
Physical activity (PA) is a major health factor and studies suggest workplaces could promote PA by modifying office design, motivational strategies and technology. The present study aims to evaluate the efficiency of UP150, a multifactorial workplace intervention for the improvement and maintenance of the level of physical fitness (PF) and wellbeing. Forty-five employees were randomly divided into the experimental (EG) and control (CG) groups. Th…
Promoting Children’s Psychomotor Development with Multi-Teaching Didactics
This group randomized control trial examined the dose-response effect of varied combinations of linear and nonlinear pedagogy (enriched physical education with specific program led by specialist vs. conventional physical education led by generalist) for improving first-grade children's motor creativity, executive functions, self-efficacy, and learning enjoyment. We led three physical education classes per group through 12 weeks of combined instru…
Aquatic Physical Literacy: The Effectiveness of Applied Pedagogy on Parents’ and Children’s Perceptions of Aquatic Motor Competence
The goal of swimming school during early school age is to promote physical literacy. According to linear or non-linear pedagogy, a linear or non-linear approach teaching style can be used. The aim of our study was to investigate whether a different teaching methodology, as in using a teacher-centered approach (linear pedagogy), or a student-centered approach (non-linear pedagogy), could differently influence the perceptions of aquatic activity of…
Assessing Rolling Abilities in Primary School Children: Physical Education Specialists vs. Generalists
Teaching physical education requires competencies to conduct the classes and to assess the motor skills of practitioners. Specialists (physical education professionals) and generalists (primary school teachers) differently experienced motor tasks during their academic education. This study aimed to compare the teachers' ability in assessing the children's forward and backward rolls from the analysis of the reliability of an evaluation grid of rol…
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Assessing Rolling Abilities in Primary School Children: Physical Education Specialists vs. Generalists
Teaching physical education requires competencies to conduct the classes and to assess the motor skills of practitioners. Specialists (physical education professionals) and generalists (primary school teachers) differently experienced motor tasks during their academic education. This study aimed to compare the teachers' ability in assessing the children's forward and backward rolls from the analysis of the reliability of an evaluation grid of rol…
Aquatic Physical Literacy: The Effectiveness of Applied Pedagogy on Parents’ and Children’s Perceptions of Aquatic Motor Competence
The goal of swimming school during early school age is to promote physical literacy. According to linear or non-linear pedagogy, a linear or non-linear approach teaching style can be used. The aim of our study was to investigate whether a different teaching methodology, as in using a teacher-centered approach (linear pedagogy), or a student-centered approach (non-linear pedagogy), could differently influence the perceptions of aquatic activity of…
The UP150: A Multifactorial Environmental Intervention to Promote Employee Physical and Mental Well-Being
Physical activity (PA) is a major health factor and studies suggest workplaces could promote PA by modifying office design, motivational strategies and technology. The present study aims to evaluate the efficiency of UP150, a multifactorial workplace intervention for the improvement and maintenance of the level of physical fitness (PF) and wellbeing. Forty-five employees were randomly divided into the experimental (EG) and control (CG) groups. Th…
Promoting Children’s Psychomotor Development with Multi-Teaching Didactics
This group randomized control trial examined the dose-response effect of varied combinations of linear and nonlinear pedagogy (enriched physical education with specific program led by specialist vs. conventional physical education led by generalist) for improving first-grade children's motor creativity, executive functions, self-efficacy, and learning enjoyment. We led three physical education classes per group through 12 weeks of combined instru…
Effects of Musical Classes on Motor Creativity According to Age, Sex, and Weight Status in Young Students: A Music-Oriented versus Conventional Education Plan
Motor creativity can be influenced by the specificity of the school-class environments (music-based education plans) and individual characteristics. This study aimed to investigate the effects of music oriented and conventional education plans on rhythmic perceptive capacity, motor creativity, and skill- and health-related fitness components in young students according to age, sex, and weight status. One hundred sixty-three young Italian students…
Relationship Between Multi-Teaching Styles and Didactics Effectiveness on Rugby Instructors and Minirugby Players
For successful teaching, knowledge of specific technical skills is not enough, and it is important to consider all the factors (in particular, the teaching-communicative and methodological skills) that contribute most to instructors' skills
Multiteaching style and active reflection for swimming
A student-centred approach is widely used in team sports, but less so in swimming. A proper dosage of stimuli and a multiteaching approach, where games can link understanding and motor competence, could lead to educational success. This study investigated the didactical, methodological, and personal competencies of swimming instructors (SI) and their relationships with children's actual and perceived aquatic competencies. Two hundred children and…
The teaching swimming for understanding framework: An integrated approach to aquatic education for children and instructors
This study evaluates the impact of the Teaching Swimming for Understanding (TSfU) program within a comprehensive aquatic education framework that integrates motor, cognitive, emotional, and social learning, extending beyond sports success. A total of 200 children aged 5–8 years attending swimming lessons and 44 swimming instructors with federal licenses were recruited for the study. The instructors were divided into an experimental group that par…
Systemic relationships between ecological-dynamic approach and active reflection: Psycho-neuro-motor, cognitive, and physiological interactions in rugby pedagogy
Introduction: The rugby pedagogy approach in the concept of System Thinking can be seen as multifaceted elements that interact together interconnected by a red thread of neuromotor-psycho-physical and cognitive aspects. The ecological dynamic approach can build the athlete/player's behavior and learning by inducing adaptive and self-organized systems resulting from lived experiences. The study aims to evaluate if an ecological and reflective appr…
Children's Physical and Motor Development (6 works) · Psychology (6 works) · Medicine (5 works) · Physical Education and Pedagogy (5 works) · Developmental psychology (4 works) · Mathematics education (4 works) · Motor skill (4 works) · Social Psychology (4 works) · Social Psychology (4 works) · Cognition (3 works)