{"title":"Examining social identity components of Japanese student-athletes","authors":"G. Hagiwara, Hirohisa Isogai, Takehiro Iwatsuki","doi":"10.7752/JPES.2020.S6420","DOIUrl":"https://doi.org/10.7752/JPES.2020.S6420","url":null,"abstract":"","PeriodicalId":38917,"journal":{"name":"Journal of Physical Education and Sport","volume":"20 1","pages":"3095-3101"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41545703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
N. Malikov, Н. Маліков, A. Konoh, А. П. Конох, G. Korobeynikov, Георгий Валерьевич Коробейников, L. Korobeynikova, Леся Григорьевна Коробейникова, O. Dudnyk, Олександр Кирилович Дудник, E. Ivashchenko, О. О. Іващенко
. Purpose: to substantiate scientifically the content of the program of planning training sessions and increase the level of functional and special physical condition of elite volleyballers. Material: The pedagogical study was attended by 14 elite female athletes specializing in volleyball. The study recorded indicators of functional and special physical condition. Results: The use of the proposed training program in the training process contributed to maintaining during the competitive period the optimal level of functional and special physical condition of female athletes: a significant (p<0,001) decrease in their indicators by the end of the competitive period was only 3-15%, while using the traditional program was significantly higher (5-50%). After the competition period, all indicators of the athletes' special physical preparedness were in line with the average level. The level of functional preparedness of the surveyed female athletes at the end of the competition period was significantly (p<0,001) reduced and considered as below average. Conclusions: While designing new programs for constructing a training process for elite athletes, it is necessary to take into account the dynamics of functional and special condition in individual microcycles, the nature of the correlation between the level of functional condition and its individual components, indicators of special physical preparedness and organization on the basis of this that enables purposeful management of the training process. It was determined that the use of volleyball players in the training process of our training program, which provided for the presence of competitive and corrective modules, dependence of their content on the results of pre-testing contributed to the maintenance of the optimal level of indicators of functional and special physical condition of female athletes throughout the competitive period.
{"title":"Physical condition improvement in elite volleyball players","authors":"N. Malikov, Н. Маліков, A. Konoh, А. П. Конох, G. Korobeynikov, Георгий Валерьевич Коробейников, L. Korobeynikova, Леся Григорьевна Коробейникова, O. Dudnyk, Олександр Кирилович Дудник, E. Ivashchenko, О. О. Іващенко","doi":"10.7752/JPES.2020.05366","DOIUrl":"https://doi.org/10.7752/JPES.2020.05366","url":null,"abstract":". Purpose: to substantiate scientifically the content of the program of planning training sessions and increase the level of functional and special physical condition of elite volleyballers. Material: The pedagogical study was attended by 14 elite female athletes specializing in volleyball. The study recorded indicators of functional and special physical condition. Results: The use of the proposed training program in the training process contributed to maintaining during the competitive period the optimal level of functional and special physical condition of female athletes: a significant (p<0,001) decrease in their indicators by the end of the competitive period was only 3-15%, while using the traditional program was significantly higher (5-50%). After the competition period, all indicators of the athletes' special physical preparedness were in line with the average level. The level of functional preparedness of the surveyed female athletes at the end of the competition period was significantly (p<0,001) reduced and considered as below average. Conclusions: While designing new programs for constructing a training process for elite athletes, it is necessary to take into account the dynamics of functional and special condition in individual microcycles, the nature of the correlation between the level of functional condition and its individual components, indicators of special physical preparedness and organization on the basis of this that enables purposeful management of the training process. It was determined that the use of volleyball players in the training process of our training program, which provided for the presence of competitive and corrective modules, dependence of their content on the results of pre-testing contributed to the maintenance of the optimal level of indicators of functional and special physical condition of female athletes throughout the competitive period.","PeriodicalId":38917,"journal":{"name":"Journal of Physical Education and Sport","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43782927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. D. L. Heras-Fernández, M. Espada, V. García-Coll, J. Anguita
Emotional intelligence and personality traits are aspects that have been studied in the field of Sports. Some research studies establish a relationship between psychological characteristics and sport performance. Certain psychological aspects have also been studied in the field of Dance, in which some dancing styles identify with the culture of a country. This is the case of the different styles of dance that exist in Spain. However, studies that focus on the psychological aspects of these specific styles are scarce. The aim of this study is to assess Spanish and flamenco dancers’ emotional intelligence, particularly with regard to the age at which they began dance training and whether or not they belong to the Spanish National Ballet of Spanish Dance. The second aim is to analyse the connection between emotional intelligence and personality traits. The research follows a descriptive quantitative methodology with the use of a survey. The total number of participants was 143 dancers: 96 women (67.1%) and 47 men (32.9%) between the ages of 18 and 51 (30.52±7.86). The most important results show statistically significant differences between emotional self-regulation and the age when they began dance F (4) = 2.940, p = .02; and between emotional utilisation and whether or not the dancers belonged to the National Ballet, t (28.818) = 2.067, p = .04. Furthermore, the results show that emotional intelligence is related to the personality traits developed by dancers, highlighting the characteristics of responsibility and agreeableness. The results of this study can have a practical aspect, since they provide more and better information to directors/choreographers about the psychological profile of Spanish and flamenco dancers.
{"title":"Emotional intelligence of Spanish dancers and its relationship with personality traits","authors":"R. D. L. Heras-Fernández, M. Espada, V. García-Coll, J. Anguita","doi":"10.7752/jpes.2020.05353","DOIUrl":"https://doi.org/10.7752/jpes.2020.05353","url":null,"abstract":"Emotional intelligence and personality traits are aspects that have been studied in the field of Sports. Some research studies establish a relationship between psychological characteristics and sport performance. Certain psychological aspects have also been studied in the field of Dance, in which some dancing styles identify with the culture of a country. This is the case of the different styles of dance that exist in Spain. However, studies that focus on the psychological aspects of these specific styles are scarce. The aim of this study is to assess Spanish and flamenco dancers’ emotional intelligence, particularly with regard to the age at which they began dance training and whether or not they belong to the Spanish National Ballet of Spanish Dance. The second aim is to analyse the connection between emotional intelligence and personality traits. The research follows a descriptive quantitative methodology with the use of a survey. The total number of participants was 143 dancers: 96 women (67.1%) and 47 men (32.9%) between the ages of 18 and 51 (30.52±7.86). The most important results show statistically significant differences between emotional self-regulation and the age when they began dance F (4) = 2.940, p = .02; and between emotional utilisation and whether or not the dancers belonged to the National Ballet, t (28.818) = 2.067, p = .04. Furthermore, the results show that emotional intelligence is related to the personality traits developed by dancers, highlighting the characteristics of responsibility and agreeableness. The results of this study can have a practical aspect, since they provide more and better information to directors/choreographers about the psychological profile of Spanish and flamenco dancers.","PeriodicalId":38917,"journal":{"name":"Journal of Physical Education and Sport","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48580051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Maxime Mastagli, D. Malini, Jean-Philippe Hainaut, A. V. Hoye, B. Bolmont
Problem Statement: Previous works have questioned the function of assessing and its influence on students' perception of the assessment. Depending on whether the assessment is summative or formative, the impact on learning and emotions may be different. However, few studies have been conducted in a physical education context where learning could be both cognitive and motor. Purpose: The purpose of this pilot study is to compare the effects of summative and formative assessments on students' state-anxiety, and shot-put performance in physical education. Method: Twenty-one high school students in a formative assessment class (M age = 14.95; SD age = .50) and twenty-two in a summative assessment class (M age = 15.14; SD age = .64) participated in the study. The students' characteristics between the two classes were not statistically different. Students filled out questionnaires measuring trait-anxiety and state-anxiety. State-anxiety was measured at the beginning of the lesson. Performance was evaluated through one shot-put attempt at the end of the lesson. Data collection was carried out in three phases: during the first lesson (i.e., beginning of the learning cycle), during the fifth lesson (i.e, end of the learning cycle), and during a deferred evaluation (i.e., four months later). Non-parametric tests were performed. Results: There was no difference in trait-anxiety between the two classes. At the beginning of the learning cycle, there was no difference in state-anxiety or performance. Results show that at the end of the learning cycle, both classes improved their performance. The formative assessment class felt less anxiety than the summative assessment class.Four months later, the summative assessment class's performance had improved, whereas the formative assessment class's performance had remained at the same level. Additionally, the summative assessment class's anxiety remained at the same level, whereas the formative assessment class's anxiety improved. Conclusion: These results can help physical education teachers to design more successful learning and emotional experiences during the learning cycle, focusing more on providing formative assessment. This paper also adds to the debate around formative good/summative bad, questioning the short-and medium-term benefits and drawbacks of formative and summative assessment.
{"title":"Summative assessment versus formative assessment: An ecological study of physical education by analyzing state-anxiety and shot-put performance among French high school students","authors":"Maxime Mastagli, D. Malini, Jean-Philippe Hainaut, A. V. Hoye, B. Bolmont","doi":"10.7752/jpes.2020.s3298","DOIUrl":"https://doi.org/10.7752/jpes.2020.s3298","url":null,"abstract":"Problem Statement: Previous works have questioned the function of assessing and its influence on students' perception of the assessment. Depending on whether the assessment is summative or formative, the impact on learning and emotions may be different. However, few studies have been conducted in a physical education context where learning could be both cognitive and motor. Purpose: The purpose of this pilot study is to compare the effects of summative and formative assessments on students' state-anxiety, and shot-put performance in physical education. Method: Twenty-one high school students in a formative assessment class (M age = 14.95; SD age = .50) and twenty-two in a summative assessment class (M age = 15.14; SD age = .64) participated in the study. The students' characteristics between the two classes were not statistically different. Students filled out questionnaires measuring trait-anxiety and state-anxiety. State-anxiety was measured at the beginning of the lesson. Performance was evaluated through one shot-put attempt at the end of the lesson. Data collection was carried out in three phases: during the first lesson (i.e., beginning of the learning cycle), during the fifth lesson (i.e, end of the learning cycle), and during a deferred evaluation (i.e., four months later). Non-parametric tests were performed. Results: There was no difference in trait-anxiety between the two classes. At the beginning of the learning cycle, there was no difference in state-anxiety or performance. Results show that at the end of the learning cycle, both classes improved their performance. The formative assessment class felt less anxiety than the summative assessment class.Four months later, the summative assessment class's performance had improved, whereas the formative assessment class's performance had remained at the same level. Additionally, the summative assessment class's anxiety remained at the same level, whereas the formative assessment class's anxiety improved. Conclusion: These results can help physical education teachers to design more successful learning and emotional experiences during the learning cycle, focusing more on providing formative assessment. This paper also adds to the debate around formative good/summative bad, questioning the short-and medium-term benefits and drawbacks of formative and summative assessment.","PeriodicalId":38917,"journal":{"name":"Journal of Physical Education and Sport","volume":"20 1","pages":"2220-2229"},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42523367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
C. Gouws, Cecil Tafireyi, Lourens Millard, G. Breukelman
Physical activity specifically in relation to Physical Education (PE) forms a crucial part of total education of primary and secondary school learners. The aim of this paper is to explore various challenges in promoting PE and sport activities in Zimbabwean primary and secondary schools. This paper reviewed and content examined curriculum documents for the determination and identification of the challenges of teaching PE in Zimbabwean primary and secondary schools as well as possible solutions for the identified challenges. Content breakdown identified main thematic areas which can clarify the challenges educators face in teaching PE in various Zimbabwean schools. There is need to be an increase in the knowledge of the teachers and the learners, and to see the important benefits of PE. Key words: Physical learning, primary and secondary schools, sport activities.
{"title":"Challenges in promoting physical education and sport activities in Zimbabwean primary and secondary schools","authors":"C. Gouws, Cecil Tafireyi, Lourens Millard, G. Breukelman","doi":"10.5897/jpesm2019.0331","DOIUrl":"https://doi.org/10.5897/jpesm2019.0331","url":null,"abstract":"Physical activity specifically in relation to Physical Education (PE) forms a crucial part of total education of primary and secondary school learners. The aim of this paper is to explore various challenges in promoting PE and sport activities in Zimbabwean primary and secondary schools. This paper reviewed and content examined curriculum documents for the determination and identification of the challenges of teaching PE in Zimbabwean primary and secondary schools as well as possible solutions for the identified challenges. Content breakdown identified main thematic areas which can clarify the challenges educators face in teaching PE in various Zimbabwean schools. There is need to be an increase in the knowledge of the teachers and the learners, and to see the important benefits of PE. \u0000 \u0000 \u0000 \u0000 Key words: Physical learning, primary and secondary schools, sport activities.","PeriodicalId":38917,"journal":{"name":"Journal of Physical Education and Sport","volume":"11 1","pages":"1-4"},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5897/jpesm2019.0331","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46212788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lamberto Villalon-Gasch, J. Jimenez-Olmedo, Sergio Sebastia-Amat, B. Pueo
This study was supported by a pre-doctoral grant (ACIF/2018/209) from the Generalitat Valenciana, Spain, and vice-rectorate program of research and knowledge transfer for the promotion of R+D+I at the University of Alicante (Ref. GRE18-19).
{"title":"Squat-based post-activation potentiation improves the vertical jump of elite female volleyball players","authors":"Lamberto Villalon-Gasch, J. Jimenez-Olmedo, Sergio Sebastia-Amat, B. Pueo","doi":"10.7752/jpes.2020.04264","DOIUrl":"https://doi.org/10.7752/jpes.2020.04264","url":null,"abstract":"This study was supported by a pre-doctoral grant (ACIF/2018/209) from the Generalitat Valenciana, Spain, and vice-rectorate program of research and knowledge transfer for the promotion of R+D+I at the University of Alicante (Ref. GRE18-19).","PeriodicalId":38917,"journal":{"name":"Journal of Physical Education and Sport","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46298324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rui Matos, João Cruz, Nuno Amaro, Luís Coelho, P. Morouco, Ricardo Rebelo-Gonçalves
Peripheral vision appears to be more important than central vision for tasks where precision or ocular coordination are essential. To determine whether this effect is observedwhile performing a task for which precision is not critical, the performance of 34 children (6–9 years old) in standing long jumpwastested. Adapted swimming goggles, which induced different levels of constraint of field of vision,were used to provide full field vision, restrictthe use of central vision, and restrict the use of peripheral vision. The obtained results showed a strong detrimental effect onstanding horizontal jump length (both best and mean results) when the peripheral field of vision was restricted (approximately 5% less; p < 0.001). However, thedetrimental effect was not observed when only the central field of vision was absent. These results indicatethat peripheral vision is essentialfor this locomotor task. Although standing long jump canbe considered as a non-precision task, the children tested were able to jump farther both when vision was not restricted and when peripheral vision was allowed. A reasonable explanation is that the absence of access to optic flow detection inhibits normal motor behaviour perhaps owing to worse posture and stability. The obtainedresults suggest that information that arrives through peripheral vision is more important for jumping performance thaninformation from central vision. Furthermore, jumping biomechanics may be more hampered by the absence of these peripheral stimuli than by the impossibility of gazing straight inthe jumping direction.Thus, it is reasonable to conclude that special attention should be paid to the use of peripheral vision in physical activity tasks.
{"title":"Constraining of peripheral vision reduces standing long jump performance in children","authors":"Rui Matos, João Cruz, Nuno Amaro, Luís Coelho, P. Morouco, Ricardo Rebelo-Gonçalves","doi":"10.7752/jpes.2020.04239","DOIUrl":"https://doi.org/10.7752/jpes.2020.04239","url":null,"abstract":"Peripheral vision appears to be more important than central vision for tasks where precision or ocular coordination are essential. To determine whether this effect is observedwhile performing a task for which precision is not critical, the performance of 34 children (6–9 years old) in standing long jumpwastested. Adapted swimming goggles, which induced different levels of constraint of field of vision,were used to provide full field vision, restrictthe use of central vision, and restrict the use of peripheral vision. The obtained results showed a strong detrimental effect onstanding horizontal jump length (both best and mean results) when the peripheral field of vision was restricted (approximately 5% less; p < 0.001). However, thedetrimental effect was not observed when only the central field of vision was absent. These results indicatethat peripheral vision is essentialfor this locomotor task. Although standing long jump canbe considered as a non-precision task, the children tested were able to jump farther both when vision was not restricted and when peripheral vision was allowed. A reasonable explanation is that the absence of access to optic flow detection inhibits normal motor behaviour perhaps owing to worse posture and stability. The obtainedresults suggest that information that arrives through peripheral vision is more important for jumping performance thaninformation from central vision. Furthermore, jumping biomechanics may be more hampered by the absence of these peripheral stimuli than by the impossibility of gazing straight inthe jumping direction.Thus, it is reasonable to conclude that special attention should be paid to the use of peripheral vision in physical activity tasks.","PeriodicalId":38917,"journal":{"name":"Journal of Physical Education and Sport","volume":"20 1","pages":"1762-1767"},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48591486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Haney Aguirre-Loaiza, J. Holguín, J. Arenas, C. Núñez, Sergio Barbosa-Granados, A. García-Mas
Sports psychology acknowledges the importance of referees in sports. However, evidence is still needed on psychological variables related to refereeing decisions. Psychological characteristics related to sports performance (Stress Control, Influence of Performance Evaluation, Motivation, Mental Skills, and Team Cohesion) were assessed and compared to referee role (referees vs assistant referees), experience, age, and education level. A cross-sectional design was realized, sixty-one professional and semiprofessional referees from Colombia (Mage = 22.5; SD = 4.1) completed the questionnaire for Psychological Characteristics related to Sports Performance adapted for Football Referees (CPRD-AF, for its Spanish acronym). Findings revealed that psychological characteristics are consistent regarding the referee role and experience. Differences were found between stress control and age [FSC(3, 57) =3.83, p = .27, η = .38], were the 28-34-year-old group was significantly higher than the 16-21-year-old group. Significant differences were found between stress control and education level [FSC(4, 56) =3.19, p = .030, η = .14], postgraduate referees had higher stress control compared with undergraduate referees (p <.027). Performance evaluation has a significantly higher influence on postgraduate referees than college referees (p< .036). Future research needs to evaluate social factor and psychological characteristics related to refereeing performance and include different types of referees role
{"title":"Psychological characteristics of sports performance: Analysis of professional and semiprofessional football referees","authors":"Haney Aguirre-Loaiza, J. Holguín, J. Arenas, C. Núñez, Sergio Barbosa-Granados, A. García-Mas","doi":"10.7752/jpes.2020.04252","DOIUrl":"https://doi.org/10.7752/jpes.2020.04252","url":null,"abstract":"Sports psychology acknowledges the importance of referees in sports. However, evidence is still needed on psychological variables related to refereeing decisions. Psychological characteristics related to sports performance (Stress Control, Influence of Performance Evaluation, Motivation, Mental Skills, and Team Cohesion) were assessed and compared to referee role (referees vs assistant referees), experience, age, and education level. A cross-sectional design was realized, sixty-one professional and semiprofessional referees from Colombia (Mage = 22.5; SD = 4.1) completed the questionnaire for Psychological Characteristics related to Sports Performance adapted for Football Referees (CPRD-AF, for its Spanish acronym). Findings revealed that psychological characteristics are consistent regarding the referee role and experience. Differences were found between stress control and age [FSC(3, 57) =3.83, p = .27, η = .38], were the 28-34-year-old group was significantly higher than the 16-21-year-old group. Significant differences were found between stress control and education level [FSC(4, 56) =3.19, p = .030, η = .14], postgraduate referees had higher stress control compared with undergraduate referees (p <.027). Performance evaluation has a significantly higher influence on postgraduate referees than college referees (p< .036). Future research needs to evaluate social factor and psychological characteristics related to refereeing performance and include different types of referees role","PeriodicalId":38917,"journal":{"name":"Journal of Physical Education and Sport","volume":"20 1","pages":"1861-1868"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47497037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Christos Ioannides, A. Apostolidis, Marios Hadjicharalambous, Nikolaos Zaras
{"title":"Effect of a 6-week plyometric training on power, muscle strength, and rate of force development in young competitive karate athletes","authors":"Christos Ioannides, A. Apostolidis, Marios Hadjicharalambous, Nikolaos Zaras","doi":"10.7752/jpes.2020.04236","DOIUrl":"https://doi.org/10.7752/jpes.2020.04236","url":null,"abstract":"","PeriodicalId":38917,"journal":{"name":"Journal of Physical Education and Sport","volume":"20 1","pages":"1740-1746"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45610765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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