This article will address how the practice of good habits, for example, get up early in the morning, cultivate the garden, prepare breakfast, pray, see friends, exercise, eat healthy, cultivate friendships and live unhurriedly project to well-being and the conquest of their own social space in the universe. These elements, when addressed at an early age, in school and in the extra school, can be useful for creating virtuous and meaningful lifestyles. For example, optimism can be the main ingredient for a long life, strengthens mind-body practices that produce numerous positive effects on stress responses, including reduced anxiety, depression, and anger, and increased pain tolerance, self-esteem, energy levels, ability to relax.2 Education in optimism is based on two fundamental pillars: error and control which often become misleading if the basis is lacking reason for living.

Iona, T., Coco, D., Iaquinta, T. (2022). Movimento, qualità e senso di vita. LE NUOVE FRONTIERE DELLA SCUOLA, XIX(59), 129-142.

Movimento, qualità e senso di vita

Daniele Coco
;
2022-01-01

Abstract

This article will address how the practice of good habits, for example, get up early in the morning, cultivate the garden, prepare breakfast, pray, see friends, exercise, eat healthy, cultivate friendships and live unhurriedly project to well-being and the conquest of their own social space in the universe. These elements, when addressed at an early age, in school and in the extra school, can be useful for creating virtuous and meaningful lifestyles. For example, optimism can be the main ingredient for a long life, strengthens mind-body practices that produce numerous positive effects on stress responses, including reduced anxiety, depression, and anger, and increased pain tolerance, self-esteem, energy levels, ability to relax.2 Education in optimism is based on two fundamental pillars: error and control which often become misleading if the basis is lacking reason for living.
Iona, T., Coco, D., Iaquinta, T. (2022). Movimento, qualità e senso di vita. LE NUOVE FRONTIERE DELLA SCUOLA, XIX(59), 129-142.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11590/424296
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