Francesco Sgrò is an Associate Professor in Sport Science from 2017 (June) at the University of Enna “Kore”, Sicily, Italy. Francesco obtained his PhD in Research Methods for Education (Sport curriculum) in the 2012 from the University of Salerno. From 2011 to 2017 (May) Francesco was Assistant Professor with tenure at the University of Enna “Kore”. Actually, Francesco is the Scientific Head of the Movement Analysis and Sport Performance Laboratory in his University and he is a member of the Scientific Board of the Italian Society of Physical and Sport Education.
As a teacher, Francesco is currently involved in the following courses: “Technique and didactic of individual and team sport”, “Theory and methodology of adapted sport”, “Fundamentals of Biomechanics”, and “Method and technologies for the assessment of human movement”. Francesco’s research has been mainly focused on the assessment of human movement and sport performance by means of technology-based approaches. In the last five years, Francesco has also started to study the use of game-centred approaches (i.e., Tactical Games Model) to support sport-related teaching and learning processes throughout physical education context. As well, Francesco has also focused his studies on the assessment methods used in agreement with the forecited approaches. Actually, Francesco is the Supervisor of a PhD thesis which is focused on studying the effect of game-centred approach on the development of Declarative Knowledge both in school than in extra-school contexts. Francesco is author or co-author of over 80 research and scholarly publications focused on the previous indicated research topics. The Francesco’s last studies related to the game-centred approaches are the following:
1) Sgrò, F., Coppola, R., Schembri, R., & Lipoma, M. (2021). The effects of a tactical games model unit on students’ volleyball performances in elementary school. European Physical Education Review. https://doi.org/10.1177/1356336X211005806
2) Sgrò, F., Barca, M., Schembri, R., Lipoma, M. (2020). Assessing the effect of different teaching strategies on student’s affective learning outcomes during volleyball lessons. Journal of Physical Education and Sport. 20(Supplement issue 3), 2136-2142.
Italy has a limited story with game-centred approaches, therefore my initial aim will be to present these models to the future physical education teachers, to propose these models throughout professional training for in-service physical education teachers, and to work with other university colleagues to expand the research on this filed. Purposely, my goals as a member of the International Advisory Board of the TGfU SIG are: