Frontiers in Sports and Active Living最新文献

The issue surrounding sport and health as valuable categories spans across generations. It is now widely recognised that inherited, lifestyle, and environmental factors influence an individual's health. Our study investigated the impact of family as the primary area of socialisation and school as the secondary area. Data collection commenced online in the spring of 2020, focusing on pedagogical students from the University of Nyíregyháza (N = 194). Among our research sample, kindergarten teachers exhibited the lowest indicators regarding risk behaviour. Conversely, students specialising in teaching demonstrated the most favourable outcomes regarding physical activity, with a rate of 20.6%. The family's influence presents a significant effect in both positive and negative aspects. When families prioritise instilling a love for sports, students tend to have a more favourable view of their health and aspire to embody exemplary values in the future; however, the family also presents a less encouraging image. Analysing the impact of residence reveals that a greater percentage of individuals from immigrant backgrounds identified the family as their role model (27.2%) compared to their counterparts residing in the county seat, while the influence of the teacher's personality was minimal. These findings align with earlier research. The students participating in our study hailed from the underprivileged Northern Great Plain region, which contributes to an increased search for security. The research indicates that family emerged as a significant example of values, and the objective is to foster positive health behaviours in both areas equally.

This paper investigates the historical prohibition of skateboarding in Norway from 1977 to 1989, a unique instance of such a comprehensive ban globally. The study aims to understand the circumstances leading to this ban and the rationale behind it. Two primary explanations emerged around the ban: one from a bureaucratic perspective citing risk management, and the other from skateboarders seeing it as a regulation of their counterculture. We argue that neither narrative alone is sufficient, proposing instead that other mechanisms were at play. Firstly, the ban was the inaugural case under the newly enacted Product Control Act, which was initially designed to address environmental issues. The State Pollution Control Authority found itself ill-prepared to handle the new responsibilities inherent in product control, resulting in diffuse responsibilities across several agencies. Secondly, the ambiguous categorization of skateboards as toys rather than sports equipment influenced the decision to enact the ban. The timing of the skateboard phenomenon coincided with the passing of the Product Control Act, suggesting a case of a solution seeking a problem. In conclusion, we posit that the skateboard ban resulted from a complex interplay of factors, including novel legislation, ambiguous responsibilities, cultural categorizations, and coincidental timing, rather than being solely a response to risk management or counterculture curtailment.

The path that student-athletes follow to pursue their dual careers is both complex and demanding. However, an increasing number of elite athletes enroll in higher education today. To explore the current situation of elite university athletes in Spain, a study was conducted with the main objective of identifying their characteristics, concerns, interests, and challenges when combining their sporting and academic careers. To this end, a survey consisting of 27 items was distributed among a group of Spanish universities belonging to the Spanish University Sports Committee. A total of 563 responses were collected, of which 411 were ultimately processed from 27 different Spanish universities, providing us with insight into pursuing a dual career in Spanish universities. Descriptive data were gathered on various aspects such as age, field of study, hours dedicated to sports and studies, sports level, most relevant sports disciplines, interest in transnational mobility, and the perception and use of the benefits student-athletes receive when pursuing a dual career. Ultimately, this work aims to assist higher education institutions in developing tools that facilitate the program design for elite athletes.

Ageing is a multidimensional concept related to the progressive decline in physiological functions. The decrease of physical autonomy due to the ageing process leads to frailty, which in turn is associated with disability and comorbidity. Ageing represents the primary risk factor for chronic degenerative diseases, especially involving cardiovascular, metabolic, respiratory, and osteoarticular systems, determining the decrease in activities and quality of daily life. Regular physical activity can significantly reduce the risk of chronic degenerative diseases, moderate or severe functional limitations, and premature death in older adults. In light of the relationship between ageing, sedentary lifestyle, disability, comorbidity, and physical activity, a clear need emerges within the health system. Better control on the territory of pathologies related to ageing with the management of clinical and care complexity, multidimensional and multi-professional evaluation of the elderly complex and fragile patient, also through the definition of specific outpatient packages for pathology that allow the simplification of the evaluation process. There is a need for integration between local services, hospitals, and social assistance services. Aim of this review is to highlight the importance of the multidimensional approach is essential to be able to classify the complex elderly patient according to a multi-professional vision aimed at evaluating comorbidities and frailties, including sarcopenia, nutritional deficits, functional capacity, and planning a personalized and monitored motor training program, to improve motor, metabolic, cardiovascular and respiratory functions. In addition, developing an integrated hospital-community-care services management program to follow up with patients post-care is crucial.

Introduction: Since the early 2000s, the video game industry has seen extraordinary booms in product development and market growth, with the total number of video game players globally reaching 2.69 billion by the end of 2020. Despite the rapid growth of the industry, there is little recent data investigating the time adult video game players spend sedentary playing video games and the time they spent engaged in physical activity. The purpose of this quantitative, cross-sectional, non-experimental survey study is to describe the frequency and duration of video game play and physical activity in adult video game players.

Methods: Participants completed an online survey, evaluating their demographic and health history information, video game play, and physical activity behaviors.

Results: The study used data from a total of 221 participants (Males = 153, Females = 68). The mean age of the participants was 27.29 (SD 7.27) years. Of the 221 participants, 145 identified as casual players, 50 amateurs, 24 semi-professionals, and 2 professionals. The participants spent over five days per week and an average of 26.56 h per week playing video games. Personal computers were reported to have the longest duration of play of the four platforms investigated (17.59 h per week). The total amount of time participants spent engaged in cumulative moderate-to-vigorous physical activity (MVPA) was an average of 15.43 (SD 16.79) hours per week. The majority of this time was spent engaged in occupational physical activity (5.11 h per week). Participants spent 2.39 h per week engaged in leisure time MVPA.

Conclusion: Our results indicate an increase in VG play compared to 2018, suggesting United States adult video game players may be more at risk for detrimental effects to their physical health. This could be attributed to the habits formed during the COVID-19 pandemic, the influences from video genre game play mechanics, and the social aspects of playing video games with friends. Future research should focus on developing research methodologies that will objectively measure adult video game player frequencies and durations in video game play alongside extensive observation of different video gameplay mechanic genres and their relationships with physical activity.

Over the last decade, hip-hop pedagogy has received a lot of attention in the field of education because of its significance in improving students' learning effects. This review articulates the current understanding of the positive impact of hip-hop pedagogy on students' learning effects within publications, an under-researched area. Based on a review of previous studies, this review innovatively examines six major elements of hip-hop pedagogy (DJ, MC, cypher, breakdance, knowledge, and graffiti) and concludes that the six major elements of hip-hop pedagogy can, in terms of the four dimensions of learning motivation, engagement, learning and memorization, and critical thinking, improve students' learning effects. Hip-hop pedagogy is an all-encompassing pedagogy that is popular with youth and deserves more in-depth research by hip-hop educators in the future.

Introduction: High intensity interval training for improving maximal oxygen consumption (VO_2max) is a fundamental component of specific preparation phases for middle- and long-distance runners. In this context, short intervals are very popular in practice. The aim of the present study was to determine whether increasing the intensity of short intervals around maximal aerobic speed (vVO_2max), compared to traditional long interval runs, leads to a greater time spent above 90% VO_2max.

Methods: 12 highly trained middle distance runners (7 males, 5 females) completed two VO_2max sessions (4 × 3 min at 95% vVO_2max, recovery: 3 min at 50% vVO_2max vs. 24 × 30 s at 100% vVO_2max, recovery: 30 s at 55% vVO_2max) on the treadmill in randomized order. Spiroergometric data, lactate accumulation, heart rate (HR) and perceived exertion was determined. This allowed the recording of time above 90% VO_2max and time above 90% HR_max. To analyze differences between the interval sessions, the paired t-test respectively the Wilcoxon test, if data were not normally distributed, were applied.

Results: The time spent above 90% VO_2max was significantly lower in the 30-s intervals, despite the higher intensity, compared to the 3-min session (201.3 ± 268.4 s vs. 327.9 ± 146.8 s, p = 0.05, r = 0.57). In contrast, the time spent above 90% HR_max was significantly higher for the 30-s intervals than for the 3-min intervals (820 ± 249 s vs. 545 ± 131 s, p < 0.001, d = 1.73). The blood lactate concentrations showed higher values in the 3-min session (9.69 ± 1.82 mmol/L) compared to the 30-s session (7.59 ± 2.01 mmol/L, p < 0.001, d = 2.34). There was no statistical difference in the rating of perceived exertion between the two sessions (30-s session: 6.5 ± 1.0 vs. 3-min session: 6.8 ± 1.2; p = 0.26).

Discussion: The present study showed that intensified 30-s intervals were inferior to traditional 3-min intervals regarding the time spent above 90% VO_2max. Given the observation of an opposing trend in the time spent above 90% HR_max, this parameter should be interpreted with caution in traditional training settings.

Introduction: The bilateral deficit (BLD) is a reduction in the amount of force during a bilateral task vs. the total force from the unilateral limbs performing the same task. We quantified the BLD during an upper body Wingate Anaerobic Test (WAnT) and evaluated the influence of sex and load on the BLD in force.

Methods: Eighteen participants performed maximum handgrip strength, voluntary isometric contractions (MVIC), and three 30s WAnTs. In each session they completed the tasks with the dominant-arm, non-dominant arm and with both arms, randomly. WAnT intensities were 3, 4, and 5% body weight (BW). Instantaneous force data was used to calculate the BLD.

Results: Males showed greater (p < .001) BLD of force at 3, 4, and 5% BW than females by -17, -27.6 and -36%, respectively and had a greater (p < .001) BLD of force than females throughout time points 1-10 s, 11-20 s, and 21-30 s by -16, -29 and -35%, respectively. Females showed a difference (p < .001) in BLD of force between loads (-19% at 3%, -10% at 4% and +7% at 5%). Males had an increase (p < .001) in BLD of force from the beginning to the end of the WAnT starting with -18% (1-10 s), -38% (11-20 s) and -40% (21-30 s). WAnT had the highest BLD, followed by MVIC and grip strength.

Discussion: BLD in force is present during WAnTs and the sex-load interaction is important for determining this BLD during this maximal cycling test. Thus, when developing training or rehabilitation programs related to BLD in force, sex, load and exercise type should be taken into consideration.

Background: Research on physically active learning (PAL) has mainly been investigated experimentally, where interventions have been introduced to study effects on, for example, physical activity (PA) levels. This might undermine real-world contexts and realistic PA levels when teachers have sustained PAL in their regular teaching practice for several years. The purpose of this study was to observe and describe the organization and content of a variety of teaching where PAL was enacted by experienced teachers and to describe the corresponding PA levels and PA intensity in real-world practices.

Methods: Fifty-eight pupils and four teachers from one primary school and one secondary school were enrolled across the first, sixth, and eighth grades. The pupils' physical activity (PA) levels were assessed during 37 enacted physically active learning (PAL) segments within longer teaching lessons using waist-worn triaxial accelerometers. Evenson cut-off points were employed to define PA intensities. All enacted PAL were passively observed by the same observer regarding primary bodily movement, duration, subject, location, collaborative or individual work, and task orientation.

Results: On average, PAL consisted of 57.8% ± 15.7% sedentary time, 22.9% ± 7.5% light intensity PA, and 19.3% ± 10.8% moderate-to-vigorous intensity PA, displaying a large variety in different PAL segments. More intensive and higher volumes of PA were evident when PAL was facilitated outdoors, in gyms, or in large stairways, while lower PA volumes and intensity were assessed when PAL was enacted inside the classroom. The primary movement in PAL was mainly running and/or walking (78.3%), while the PAL activity was mainly organized as group work (83.7%) in non-competitive tasks (97.3%).

Conclusions: This study provides novel insights by being the first to investigate the organization and content of PAL enacted by experienced teachers in their teaching and the corresponding PA levels in their real-world practices. The results displayed a large diversity in PA levels and intensities and may serve as a starting point to further investigate the coherency of PA levels and PAL content in schools with sustained PAL teaching.

Aquaticity is an important parameter of human aquatic performance and behavior and can be objectively assessed by the aquaticity assessment test. Low aquaticity score can unveil a person's high risk in the water while it could dictate the specific characteristics that need to be addressed or developed for improving water competence.

Aim: The aim of the current study was to assess whether human aquaticity can be developed by systematic exercise and which type of training is more effective in improving aquaticity score.

Methods: Twenty healthy untrained, high school students (8M/12F, 16.5 ± 0.7) participated in the study after obtaining parental consent. Participants were screened for their aquaticity level using the Aquaticity Assessment Test (AAT) and randomly divided into two groups: Group A (4M/6F, 16.3 ± 0.8) completed a classical swimming training program, while Group B (Aquaticity) (4M/6F, 16.8 ± 0.5) completed the aquaticity intervention program. Both interventions lasted for two months (3 workouts per week, lasting 60 min per session) while participants assessed before and after the training period using the same testing protocol and evaluators.

Results: Aquaticity score was improved after training by 13% (13.23 ± 6.88%) for Group A (Swimming training) and 26% (-26.6 ± 10.40%) for Group B (Aquaticity training) (p = 0.004). In Group A (swimming), 7 out of 10 tasks were improved significantly compared the pre-values (p < 0.05) while in Group B (aquaticity) 10 out of 10 shown significant improvements compared to pre-training values. Interestingly, the magnitude of change between the two groups was statistically significant in 5 out of 10 tasks (tasks 2, 3, 7, 9, 10) implying a higher magnitude of improvements in the aquaticity intervention group compare to swimming group.

Discussion: Aquaticity can be developed and improved when a specific training program applied. Essential to water competence aquaticity skills can be advanced using simple aquaticity training games that can improve water confidence and reduce drowning related accidents.