The learning objective is to introduce main strategies of health promotion and protection, including those involving physical activity, in various age groups.

Main health determiners. Health inequalities. Health protection. From prevention to health education: sanitary education, behaviour, comunication, participation.

Elements of public health systems. Community medicine. Health needs and social sanitary assistance. Health services at national and regional levels. The Italian health service. Local health Authorities (ASL), hospitals, Department of Prevention, Sanitary District. Essential Public Health Services (LEA).

Health protection and promotion by physical activity. Activity and health in various age groups: during pregnancy, in the first years of life, in the scholastic age, in the adolescence, in work, sport and society, in the third and fourth ages.

Physical activity and health: epidemiological bases. Promotion of physical activity as a tool for the prevention of chronic diseases. Addiction prevention: alcoholism, drugs and tobacco dependence. Car accidents. Population ageing.

Elements of hydrology, crenology and hydrotherapy. Mineral waters and their classification; elements of the mechanism of action of mineral waters for hydropinic and external use. Mud baths and peloidotherapy. Techniques of thermal therapy.

Bioclimatology: climate classification and their impact on health and physical activity. Acclimatization and climate-dependent physiologic crisis after thermal therapy.

Immigration and its impact on public health. Diseases of international travelers and prophylaxis for travels.

Health and safety during sport: epidemiology of sports injuries. Injury register.

Food safety and quality for health promotion. Hygienic-sanitary assurances. Food educaation in schools.

Students should achieve: 1. knowledge and skills of understanding: becoming able to identify health determiners and the role of physical activity in health promotion. Students can achieve those knowledges through attendance to lessons and seminars, and studying teaching material indicated by the teacher.

2. Capability to apply knowledge and comprehension by drafting research themes, finding information and data, with in-depth theoretical and empirical analyses. Results are obtained by discussion during lessons, seminars and biblioraphic studies, also on the web.

3. Capability of judgment: critical and detailed evaluation about health issues. Such capability will be achieved during lessons by discussion with the teacher and other students, and during the exam.

4. Communication skills: by participating and discussing during lessons; being able to use techniques of communication. The student will be encouraged to use informatic tools for communication.

5. Learning skills: by the development of abilities to analyse and evaluate problems students could achieve capability for individual judging.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Teaching material and teacher messages are available, along with other support activities, in the Moodle platform › blended.uniurb.it

Teaching

Frontal lessons.

Course books

Brandi, Liguori, Romano Spica: Igiene e Sanità Pubblica per Scienze Motorie. A. Delfino Editore. Approfondimenti sul web Other material available on: www.wikigiene.it

Boccia, Ricciardi, De Giusti, La Torre: IGIENE GENERALE della scuola e dello sport. Editore:Idelson-Gnocchi

Assessment

Oral exam

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Assessment

Oral exam

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.