The learning objective is to give students essential elements for the knowledge, management and prevention of hygienic and sanitary risks relating to sport activities and environments.  

Infectious diseases in sport. The most common infectious diseases acquired in sport environments: wound infections, skin diseases, airborne, enteric and sexually transmitted diseases.

Outdoor sport and risks of infection vectors. Immunoprophylaxis in athletes. Diseases during international travels. Main diseases in travelling athletes. Prophylaxis in International travels. Safety and health in sport activities. Epidemiology of injuries in sport. Injury registry. Elements of analytical and experimental epidemiology. Evaluation of risks and interventions. Hygiene of indoor sports facilities. Sports hall and school sports hall types. Environmental features and evaluation of health and safety. Physical parameters: temperatures, relative humidity, speed and air renewal, natural and artificial lighting; air conditioning. Chemical parameters: emission of substances from building or furniture materials. Biological parameters: diffusion of harmful microorganisms from sport facility users to indoor air, gym equipment surfaces, changing rooms, showers...Management aspects: regulation of user number; control of sanification and hygienization of environments and surfaces; maintenance of water and air conditioning systems. Swimming pools. Main Italian regulations, with particular regard to those relating to health risks. Potential health hazard identification during maintenance and management of sport environments. Self assessment: quality assessment manual; register of technical and functional data, register of water control. Disinfection, disinfestation and sterilization.Hygiene in outdoor sport environments. Hygienic features of sport fields. Soil properties. Athletes needs: changing rooms and restroom facilities. Spectators needs: stadium sectors, restrooms, ancillary facilities. Bio swimming pools. Coastal and fresh waters. Microbiological and chemical pollution. Drowning and injury risks.

Atmospheric air. Definition and physiological importance of air. Air features. Thom discomfort index for sultry weather. WBGT index of environmental heat stress. Scharlau e Steadman indexfor chill in presence or absence of wind. Siple wind chill formula. Parameter evaluation and control of critical points. 

Bioclimatology and sport. Climate classification and their influence on human health. Acclimatization and climate-dependent physiologic crisis after thermal therapy.

Climate and sport activities. Thermoregulation systems and thermal imbalance diseases. Health effects of pressure altitude and diving. Low and high barometric pressure illnesses. Clothing: physical and physiologic properties. Thermal resistance. Sport-specific clothing.

Elements of CONI, FMSI and sport federation rules about sports facilities. Guide lines about microclimate, aeration and lighting in working areas. Guide lines for legionellosis prevention and control; preventive measures in swimming pools. Guide lines on legionellosis for managers of tourist accommodations and thermal facilities.

Epidemiology of doping.

Hygiene at school.

Students should achieve: 1. knowledge and skills of understanding: becoming able to recognize and identify hygienic-sanitary risks during sport activities and in related environments. 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 developing a multidisciplinary approach in the analysis and management of health resiks in sport activities and facilities. Capabilities to find 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: through the development of capabilities of critical and detailed evaluation about health problems during sport activities . 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 with the teacher and other students. The student will be encouraged to use informatic tools for communication. 5. Learning skills: by the development of abilities to analyse and evaluate problems, also by the search of “on line” bibliographic material;  students could achieve capability to elaborate information and knowledge, also in the field of technical regulations.

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

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.

Assessment

Oral exam

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.