Silvio Maltagliati

Silvio Maltagliati is a Lecturer at the University of Southern Brittany (Université Bretagne Sud) specializing in physical activity psychology and education. His research focuses on understanding sedentary behavior in educational settings and developing strategies to integrate more movement into school environments.

Dr. Maltagliati holds a Doctorate in psychology of physical activity and is an agrégé (certified teacher) in physical education and sports. His academic background bridges educational theory with practical applications for improving student health and learning outcomes through physical activity.

His research interests center on the psychological aspects of physical activity, particularly how decision-making processes influence exercise behavior. He investigates why people struggle to maintain physical activity despite knowing its health benefits, with a focus on the role of immediate pleasure versus long-term health outcomes. His work also examines how school environments and urban design can be modified to naturally encourage more physical movement.

Analysis of his recent publications reveals a consistent focus on the intersection of physical activity, education, and behavioral psychology. His work demonstrates how sedentary school environments contradict research showing that physical activity enhances cognitive performance. He proposes practical solutions for integrating movement into educational settings through environmental modifications and pedagogical approaches.

Dr. Maltagliati collaborates extensively with researchers like Boris Cheval, Neville Owen, and Florent Desplanques on interdisciplinary projects examining the built environment's impact on physical activity levels. His research emphasizes that addressing sedentary behavior requires systemic changes to environments rather than focusing solely on individual motivation.

His work has particular relevance for educational policy, suggesting that school design, classroom furniture, and teaching methods should incorporate movement as a fundamental component of the learning environment rather than treating it as a separate activity. He advocates for rethinking school spaces to make movement the default option rather than the exception.