This work aims to analyze how mathematical skills can help individuals to overcome mistrust. Various researches demonstrate the existence of a link between the child's self-esteem and the success in solving mathematical problems and perseverance in their resolution (Fernandez, 2011). Specifically, we want to correlate the precision of sports motor gestures and the dominance of mathematical intelligence.

What we hope to demonstrate in this research is that, if there is a real correlation between these three areas, by strengthening one we could obtain appreciable results in the others as well, always to the benefit of personal self-esteem. For example, if the improvement of mathematical skills corresponds to that of technical-sports precision and if school success corresponds to the improvement of sports performance.

Self-esteem is made up of more dimensions interconnected with each other, which have large areas of overlap and which all contribute together to form the global self-esteem of the individual.

The six components of self-esteem are as follows (Bracken, 2010): interpersonal relationships, environmental control competence, emotionalism, scholastic success, amily life and body experience. These areas are part of the life skills core identified by WHO.

As it is underlined by a recent report by European Council on Foreign Relations (2019) and the same topic of ECFR 2020, we need to navigate among considerable challenges in a new, more fragmented, environment. Mathematical skills are the basis for a better capacity in decision making in society. They can be acquired in an interdisciplinary way and can be spent in different contexts of life (Larson&Miller, 2011). Interdisciplinarity expands reasoning and activation skills.

Computational sciences and Neuroscience have extensively demonstrated how brain activity processes in parallel several tasks corresponding to hundreds of neuronal connections in a few hundred milliseconds (Maraviglia, 2012). In the Quebec school training programme (MEQ, 2001, 2004) it is noted that pupils exercise their critical judgment as a cross-sectional competence. Critical judgment is associated with cognitive abilities, especially with mathematical skills such as analysing and interpreting evaluated data (Fascione, 2004). In 1985, Ennis defined critical thinking as a reasonable thought that helps to decide what to believe and what to do. He credits skills that include "looking for reasons." Paul (1990) and then Guilbert (1999) propose a model that characterizes the affective and cognitive spheres in relation to critical thinking. Two levels are defined: (1) Weak sense of critical thinking represents the person who possesses numerous critical thinking skills that he uses to carry out his goals. (2) Strong sense of critical thinking represents a decentralization that includes the others. The development of critical thinking guides and makes emotional states clearer. It requires a judgmental ability. These skills, therefore, are closely linked to tenacity in sport, which is developed by athletes who, in order to maximise their effort, need a precise technical gesture (i.e. the ability to judge and evaluate), and also need to improve themselves (look for the reasons for failure) and to manage emotional states. In addition, the strong sense of critical thinking allows a better teamwork.

It's important to point out that the study is pilot. If the analysis of the data will confirm the hypothesis, the sample would be expanded. In addition, the use of the same approach is conceivable with different sport.

The researcher promotes ethical conduct in all phases of the research and by all the actors involved. Respect for the rights, privacy, and freedom of the parties involved is guaranteed (Guidance note for Researchers and Evaluator of Social Sciences Humanities Research, 2010).

The sample is made up of about 30 athletes from 10 to 20 years old, and 4 coaches.

The first part of the research that has already been carried out revealed the sports performances and the quality of the technical gestures. The data has already been analyzed. The second phase of the research involves the administration of the following tests: • Q1 VATA provides a series of objective tools aimed at exploring basic and transversal skills. The tests, graded by school level, investigate the cognitive, metacognitive, and affective-relational aspects of the individual student. The used set of questions are related to reasoning: they include the classifications, sequences, analogies with words and images, logical problems, and deductions. It also assesses the ability to solve more or less complex numerical exercises and the speed in carrying out additions. • The WISC-IV assesses the cognitive abilities of children up to 16 years and 11 months. The structure of the scale has been updated to reflect the theory and practice of evaluation which implies increasing attention to working memory and processing speed. WISC-IV allows to calculate the Perceptual Reasoning Index, the Working Memory Index, the Processing Speed Index. These tests are administered individually. • The Leadership Scale for Sports (Chelladurai & Saleh, 1978) is a questionnaire made up of 40 items that are divided into 5 subscales: Training and Instruction, Democratic Behaviour, Autocratic Behaviour, Social Support, and Positive Feedback. Training and Instruction refers to the coach who is focused on improving the performance of athlete's, and in order to do that gives instructions about techniques and tactics. • Multidimensional Self-Esteem Test by Bracken (1992), composed of 150 total items, divided into 6 scales of 25 items, is not independent. The scales concern: interpersonal relationships, control over the environment, emotional management, scholastic success, family life, body experience. The data table and the corresponding matrix are mixed in character, with quantitative and qualitative variables, ordinal or disconnected. We must be adopted different association measures for each combination of types of variables to be analyzed. The variables are mixed so they will be brought back to the same typology. The correlation between disconnected qualitative variables and the correlation ratio matrix will be used. The problems of choosing appropriate indices arise in the event that the association between variables belonging to different types must be measured. This questionnaire will be administrated online, via Google Moduli. All the respondents provided their consent to participate to the research after being informed about the purpose, the privacy policy, and the limited data set.

This approach aims to highlight the neuropsychological origins of the athletes/students and the associative and convergent nature of neuronal connections through the function of mirror neurons. The direct internalization of other people's actions, emotions and purposes can be automatic, and its representation is constructed and experienced within itself in accordance with cognitive and emotional preferences, memories, cultural knowledge and neuropsychological predispositions (Immordino-Yang MH, Damasio, AR, 2007). In order to learn from the coach, the athlete must perceive the "lesson" through its neurological convergence and represent it in terms of action and objectives. The athlete must understand the coach's prosody not only for learning, but also for the same participation in the activity and in social interaction. They are conceived in a socio-cultural context and through coping strategies they are used in different areas. (Immordino-Yang MH, Damasio, AR, 2007). Through this work, we hope to demonstrate the correlation between mathematical skills and the precision of the technical gesture (Sibilio, 2005) in relation to the method used by the coach. Furthermore, we also want to support the hypothesis of how the different skills acquired in various environments can be closely interconnected. Also we evaluate the possibility that by enhancing a variable (for example mathematics) the precision of the technical gesture may improve, and that the successes (school and sports) are correlated in favor of self-esteem. The coach's teaching method is also fundamental for the development of transversal skills.

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