Analysis third age university and open one about physical activities and sports sciences


  • Mattia Pisano University of Salerno, Italy
  • Felice Di Domenico University of Salerno, Italy
  • Francesco Peluso Cassese University Niccolò Cusano of Rome, Italy
  • Francesca D'Elia University of Salerno, Italy



Lifelong learning, Degree programme, Laboratory


Practical activities play an important role in many training fields. In a previous analysis the role of these activities in the universities of the third age has been seen and how this plays a marginal role. In this paper, the role of motor practice in remote or telematic universities will be verified and evaluated through a qualitative analysis. Despite being created with the aim of facilitating the most isolated people, these have advantages and disadvantages. The pros and cons of the third age third age universities and all the classes of competition regarding the practice of sport will be analysed in a comparative way: L-22 Sciences of physical and sports activities, LM 47 organization and management of services for sport and for motor activities, LM 67 Sciences and techniques of preventive and adapted motor activities, LM 68 Sports sciences and techniques. The aim of the research is to provide a critical evaluation concerning the methods of administration of the sports practice and the training activities of these university structures. The results lead to the conclusion that in telematic universities the activities are not adequate for the purpose since in these structures the activities at a practical level are almost completely non-existent; while about the internship activities, if present, it takes place in affiliated facilities without any direct control of the university to which they belong. Since the universities must guarantee a training path adapted to the needs of the students, they must promote an educational plan that is as close as possible to that of the traditional universities.


Download data is not yet available.


Baldacci, M. (2008) "Theory, practice and model in pedagogy an interpretation of the problematics perspective." Sd.

Cassese, F.P., Raiola, G. (2017) The importance of sport in disability management, Sport Science, 10, pp. 7-11.

Di Tore, P.A., Schiavo, R., D’Isanto, T. (2016) Physical education, motor control and motor learning: Theoretical paradigms and teaching practices from kindergarten to high school, Journal of Physical Education and Sport, 16 (4), art. no. 205, pp. 1293-1297.

D'elia, F. (2019) The training of physical education teacher in primary school, Journal of Human Sport and Exercise, 14, pp. S100-S104.

D'isanto, T. (2019) Physical and sport education between Italian academic system and European Research Council structure panel, Journal of Human Sport and Exercise, 14, pp. S66-S76.

D’Isanto, T. (2016) Pedagogical value of the body and physical activity in childhood, Sport Science, 9, pp. 13-18.

D’Isanto, T., Di Tore, P.A. (2016) Physical activity and social inclusion at school: A paradigm change, Journal of Physical Education and Sport, 16, pp. 1099-1102.

Gaetano, A. (2016) Relationship between physical inactivity and effects on individual health status, Journal of Physical Education and Sport, 16, pp. 1069-1074.

Invernizzi, P.L., Crotti, M., Bosio, A., Cavaggioni, L., Alberti, G., Scurati, R. (2019) Multi-teaching styles approach and active reflection: Effectiveness in improving fitness level, motor competence, enjoyment, amount of physical activity, and effects on the perception of physical education lessons in primary school children, Sustainability (Switzerland), 11 (2).

Isidori, E. (2008) Education, sports and values: A critical-reflective pedagogical approach. Aracne.

Raiola, G. (2017) Motor learning and teaching method, Journal of Physical Education and Sport, 17, art. no. 236, pp. 2239-2243.

Raiola, G., Di Tore, P.A. (2017) Motor learning in sports science: Different theoretical frameworks for different teaching methods, Sport Science, 10, pp. 50-56.

Raiola, G., D'elia, F., Altavilla, G. (2018) Physical activity and sports sciences between European Research Council and academic disciplines in Italy, Journal of Human Sport and Exercise, 13, pp. S283-S295.

Raiola, G. (2013) Body knowledge and motor skills, Knowledge Cultures, 1 (6), pp. 64-72.

Sanseviero, I., Cassese, F.P., Fonzo, E., Altavilla, G., D'elia, F. (2019) Study on the master's degree in sciences of sports evaluation and sport for disabled at the University of Salerno, Italy. Journal of Human Sport and Exercise, 14 (Proc2), pp. S239-S244.

Tiziana, D., Antonetta, M., Gaetano, A. (2017) Health and physical activity, Sport Science, 10 (1), pp. 100-105.

Valentini, M., Riccardi, F., Raiola, G., Federici, A. (2018) Educational research: Motor area and relational area during children’s personality development, Journal of Physical Education and Sport, 18, art. no. 327, pp. 2157-2174.


«ECampus.» 5 July 2018.

«European Council» Memorandum on education and lifelong learning. Lisbon, 2001.

CNSUV. "XI Report of the CNVSU on the status of the University System." 2010.

E-Campus. 2017.

Gramsci, Antonio. Il materialismo storico e la filosofia di Benedetto Croce. Roma: Editori riuniti, 1996.

Swindell, Rick. "U3A Online: a virtual university of the third age for older people." International Journal of Lifelong Education (International Journal of Lifelong Education,), 2002: 414-429.

Uni San Raffaele. sd

Unipegaso. sd


Statistics RUA



How to Cite

Pisano, M., Di Domenico, F., Cassese, F. P., & D’Elia, F. (2019). Analysis third age university and open one about physical activities and sports sciences. Journal of Human Sport and Exercise, 14(4proc), S1135-S1141.

Most read articles by the same author(s)

1 2 3 4 5 > >>