A. Lola, G. Tzetzis, V. Manou, Smaragda Aleksandropoulu
Several researchers studying focus of attention have concluded that the external focus is superior to the internal in learning motor skills in adults. However, there is limited research concerning the effect of different focus of attention on learning fundamental movement skills in kindergarten children. The present study aimed to compare the effectiveness of internal and external focus of attention on learning and transfer of a throwing skill in kindergarten children. Participants were 51 children (5-6 years), boys and girls, who were randomly selected and assigned into three groups: two experimental (internal and external focus respectively) and one control group. The movement form and the outcome of a throwing task were evaluated. It was found that both experimental groups improved over time, in both movement form and outcome. During the transfer test, the external focus group was better than the internal focus group in movement form; however, there were no differences in movement outcome. It is concluded that both the external or internal focus of attention improved over time the movement outcome and form of the throwing skill. Since the acquisition of sports skills requires the acquisition of fundamental motor skills, further research is needed to investigate the effect of the external or internal focus of attention on fundamental movement skills in kindergarten children.
{"title":"Attentional focus on learning fundamental movement skills in children","authors":"A. Lola, G. Tzetzis, V. Manou, Smaragda Aleksandropoulu","doi":"10.16926/par.2022.10.07","DOIUrl":"https://doi.org/10.16926/par.2022.10.07","url":null,"abstract":"Several researchers studying focus of attention have concluded that the external focus is superior to the internal in learning motor skills in adults. However, there is limited research concerning the effect of different focus of attention on learning fundamental movement skills in kindergarten children. The present study aimed to compare the effectiveness of internal and external focus of attention on learning and transfer of a throwing skill in kindergarten children. Participants were 51 children (5-6 years), boys and girls, who were randomly selected and assigned into three groups: two experimental (internal and external focus respectively) and one control group. The movement form and the outcome of a throwing task were evaluated. It was found that both experimental groups improved over time, in both movement form and outcome. During the transfer test, the external focus group was better than the internal focus group in movement form; however, there were no differences in movement outcome. It is concluded that both the external or internal focus of attention improved over time the movement outcome and form of the throwing skill. Since the acquisition of sports skills requires the acquisition of fundamental motor skills, further research is needed to investigate the effect of the external or internal focus of attention on fundamental movement skills in kindergarten children.","PeriodicalId":43466,"journal":{"name":"Physical Activity Review","volume":"73 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67611632","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}
I. Proios, E. Fotiadou, S. Batsiou, George Doganis, Dimitris Balasas, M. Proios
Introduction: Self-leadership is a psychological concept that display an impressive potential in the enhance of individual performance. The purpose of this study was to examine the perceived levels of use of self-leadership strategies by athletes and to explore the existence of potential individual differences in self-leadership strategies by athletes with and without physical disability. Material and methods: Participants were a sample of 469 athletes, 245 with physical disability and 224 without physical disability (n = 312 men, and n = 157 women). Participants’ ages were 16-51 years old (age 24.82±7.32 yrs). The subjects filled a validated Greek version of the Revised Self-leadership Questionnaire (RSLQ). Results: Results showed some positive self-leadership tendencies, and significant individual differences in the use of self-leadership strategies (self-reward p<0.001; ES=0.029, self-punishment p<0.01; ES=0.017, natural rewards p<0.001; ES=0.026, visualizing p<0.001; ES=0.023, and self-talk p<0.001; ES=0.032) between athletes with and without physical disability. Conclusions: In conclusion, the findings of the present study support that athletes with different physical abilities are not exactly alike in the self-leadership abilities. It is considered useful when a coach is concerned about their athletes’ self-leadership training.
{"title":"Self-leadership differences between athletes with and without physical disability","authors":"I. Proios, E. Fotiadou, S. Batsiou, George Doganis, Dimitris Balasas, M. Proios","doi":"10.16926/par.2022.10.05","DOIUrl":"https://doi.org/10.16926/par.2022.10.05","url":null,"abstract":"Introduction: Self-leadership is a psychological concept that display an impressive potential in the enhance of individual performance. The purpose of this study was to examine the perceived levels of use of self-leadership strategies by athletes and to explore the existence of potential individual differences in self-leadership strategies by athletes with and without physical disability. Material and methods: Participants were a sample of 469 athletes, 245 with physical disability and 224 without physical disability (n = 312 men, and n = 157 women). Participants’ ages were 16-51 years old (age 24.82±7.32 yrs). The subjects filled a validated Greek version of the Revised Self-leadership Questionnaire (RSLQ). Results: Results showed some positive self-leadership tendencies, and significant individual differences in the use of self-leadership strategies (self-reward p<0.001; ES=0.029, self-punishment p<0.01; ES=0.017, natural rewards p<0.001; ES=0.026, visualizing p<0.001; ES=0.023, and self-talk p<0.001; ES=0.032) between athletes with and without physical disability. Conclusions: In conclusion, the findings of the present study support that athletes with different physical abilities are not exactly alike in the self-leadership abilities. It is considered useful when a coach is concerned about their athletes’ self-leadership training.","PeriodicalId":43466,"journal":{"name":"Physical Activity Review","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67611598","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}
Reaction speed represents a crucial ability to achieve a high-performance level in volleyball. A reliable computerized test for assessing reaction speed cannot simulate the dynamic environment of the volleyball game. Therefore, tests involving the activation of large muscle groups are needed. This study aimed to determine the reliability of young volleyball players' reaction speed ability using the Stopping the rolling ball test (SRB). Intraclass correlation coefficient (ICC), standard error of measurement (SEM) also expressed as a coefficient of variation (CV%), smallest worthwhile change (SWC), and minimal detectable change (MDC) were calculated. Paired t-test revealed no significant differences between test and re-test for first (t = -0.09, p = 0.92), mean of three (t = -0.37, p = 0.71), and best of three (t = -0.02, p = 0.98) trials. The ICC values showed poor relative reliability when the first trial was observed, while for the mean and best of three trials, reliability was consistently very high (excellent). The absolute reliability parameters (within-individual variation) showed large variations ranging from 5% to almost 10% and greater SEM (12.63 cm) for first trial when compared to other variables. The SEM was higher than SWC for all variables when the small differences (i.e., 0.2 multiplied by between-participants SD) were considered. This test showed a high level of absolute and relative reliability and usefulness, which means that the SRB test is an excellent indicator of reaction speed in young volleyball players.
在排球比赛中，反应速度是达到高水平的关键能力。评估反应速度的可靠计算机测试无法模拟排球比赛的动态环境。因此，需要进行涉及大肌肉群激活的测试。摘要本研究旨在运用停止滚球测验(SRB)来检验青少年排球运动员反应速度能力的信度。计算了类内相关系数(ICC)、测量标准误差(SEM)(也表示为变异系数(CV%))、最小有价值变化(SWC)和最小可检测变化(MDC)。配对t检验显示，第一次试验(t = -0.09, p = 0.92)、三次平均试验(t = -0.37, p = 0.71)和三次最佳试验(t = -0.02, p = 0.98)的检验与再检验之间无显著差异。当观察到第一次试验时，ICC值显示出较差的相对可靠性，而对于三个试验中的平均值和最佳值，可靠性始终非常高(优秀)。与其他变量相比，绝对可靠性参数(个体内变异)在第一次试验中显示出从5%到近10%的较大差异，SEM (12.63 cm)更大。当考虑到小差异(即0.2乘以参与者之间的SD)时，所有变量的SEM都高于SWC。测试结果显示了较高的绝对信度和相对信度和有用性，说明SRB测试是青少年排球运动员反应速度的良好指标。
{"title":"Reliability and usefulness of the reaction speed test in young female volleyball players","authors":"Karla Dolo, Z. Grgantov, Goran Kuvačić","doi":"10.16926/par.2022.10.09","DOIUrl":"https://doi.org/10.16926/par.2022.10.09","url":null,"abstract":"Reaction speed represents a crucial ability to achieve a high-performance level in volleyball. A reliable computerized test for assessing reaction speed cannot simulate the dynamic environment of the volleyball game. Therefore, tests involving the activation of large muscle groups are needed. This study aimed to determine the reliability of young volleyball players' reaction speed ability using the Stopping the rolling ball test (SRB). Intraclass correlation coefficient (ICC), standard error of measurement (SEM) also expressed as a coefficient of variation (CV%), smallest worthwhile change (SWC), and minimal detectable change (MDC) were calculated. Paired t-test revealed no significant differences between test and re-test for first (t = -0.09, p = 0.92), mean of three (t = -0.37, p = 0.71), and best of three (t = -0.02, p = 0.98) trials. The ICC values showed poor relative reliability when the first trial was observed, while for the mean and best of three trials, reliability was consistently very high (excellent). The absolute reliability parameters (within-individual variation) showed large variations ranging from 5% to almost 10% and greater SEM (12.63 cm) for first trial when compared to other variables. The SEM was higher than SWC for all variables when the small differences (i.e., 0.2 multiplied by between-participants SD) were considered. This test showed a high level of absolute and relative reliability and usefulness, which means that the SRB test is an excellent indicator of reaction speed in young volleyball players.","PeriodicalId":43466,"journal":{"name":"Physical Activity Review","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67611645","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}
Background: Evidence regarding heat stress, dehydration, hypohydration and fluid balance effects on semi-professional athletes’ cognitive function is still limited. This study aimed to examine the effects of exercise heat-stress, hyperthermia, dehydration and fatigue on cognitive performances in semi-professional athletes. Methods: Eighteen healthy male athletes from individual and team sports participated. Participants completed a cognitive and mood test battery prior, immediately after and post 120 min of treadmill exercise. A soccer-specific intermittent treadmill exercise protocol was completed in four experimental trials in temperate (normothermic) and hot (hyperthermic) conditions. Participants were hydrated and dehydrated in both conditions. Trial conditions were; normothermic 16.4 ± 0.02°C and 52 ± 1% RH, while hyperthermic 33.9 ± 0.3°C and 61 ± 1% RH. Results: Response times; the Stroop effect and Visual search tasks were quicker (584 to 690 ms, p= 0.001; 1978 to 2213 ms, p= 0.003) in the heat. Cognitive tasks showed that reaction time, visual process, motor speed and mood were similar in normothermic (p=0.001). Accuracy improved in hydrated hyperthermic by 1.2% (p=0.002) in Visual search. Total Mood Disturbance was significant in heat (p<0.001). Hydration status had no major effect in some cognition performance markers except for mood. Conclusion: The response times and accuracy improved following the cognitive testing in semi-professional athletes exercising in relatively humid, hot conditions. However, semi-professional athletes’ cognitive performances were relatively affected by hypohydration and their hydration status needs to be closely monitored during exercise.
{"title":"Exercise-Heat Stress, Hyperthermia, Dehydration and Fatigue Effects on Cognitive Performance among Semi-Professional Male Athletes","authors":"A. Dube, C. Gouws, G. Breukelman","doi":"10.16926/par.2022.10.02","DOIUrl":"https://doi.org/10.16926/par.2022.10.02","url":null,"abstract":"Background: Evidence regarding heat stress, dehydration, hypohydration and fluid balance effects on semi-professional athletes’ cognitive function is still limited. This study aimed to examine the effects of exercise heat-stress, hyperthermia, dehydration and fatigue on cognitive performances in semi-professional athletes. Methods: Eighteen healthy male athletes from individual and team sports participated. Participants completed a cognitive and mood test battery prior, immediately after and post 120 min of treadmill exercise. A soccer-specific intermittent treadmill exercise protocol was completed in four experimental trials in temperate (normothermic) and hot (hyperthermic) conditions. Participants were hydrated and dehydrated in both conditions. Trial conditions were; normothermic 16.4 ± 0.02°C and 52 ± 1% RH, while hyperthermic 33.9 ± 0.3°C and 61 ± 1% RH. Results: Response times; the Stroop effect and Visual search tasks were quicker (584 to 690 ms, p= 0.001; 1978 to 2213 ms, p= 0.003) in the heat. Cognitive tasks showed that reaction time, visual process, motor speed and mood were similar in normothermic (p=0.001). Accuracy improved in hydrated hyperthermic by 1.2% (p=0.002) in Visual search. Total Mood Disturbance was significant in heat (p<0.001). Hydration status had no major effect in some cognition performance markers except for mood. Conclusion: The response times and accuracy improved following the cognitive testing in semi-professional athletes exercising in relatively humid, hot conditions. However, semi-professional athletes’ cognitive performances were relatively affected by hypohydration and their hydration status needs to be closely monitored during exercise.","PeriodicalId":43466,"journal":{"name":"Physical Activity Review","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67611558","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}
Introduction: The aim of the pilot study was an effect comparison of stretching between foam rolling and dynamic stretching on performance in motion tests by young volleyball players. Methods: 1. Experimental sample – ESFR (n=8, age = 13.4±0.5 years, height = 173.8±7.7 cm, weight = 59.8±7.1 kg) absolved 6 measurements of indicators of stretching with foam rolling during 6 weeks. 2. Experimental sample – ESDS (n=8, age = 13.4±0.5 years, height = 174.5±9.5 cm, weight = 59.4±11.0 kg) absolved dynamic stretching. We had determined the stretching effect between ESFR and ESDS by comparison of performance in tests: spike jump (SS), block jump (BS) E-test (ET), run to cones (RC), throw with 1 kg ball (H2), sit and reach test (SR) and sit-ups (SU). Results: The most important determination was that better level of stretching presented in performance and it was determined in RC in two examples with medium effect and in three examples with large effect in behalf of ESFR. By contrast, one example from ESDS in parameter PS had better level of stretching with medium effect and one example with medium effect in H2. In other parameters (BS, SS, SU and ET) were the differences only small or none between ESFR and ESDS. Conclusion: The results of the pilot study indicate that using of foam rolling and dynamic stretching can have different influence on the level of stretching and preparation of young volleyball players. These results must be verified on larger experimental sample.
{"title":"The effect comparison of foam rolling and dynamic stretching on performance in motion tests by young volleyball players: a pilot study","authors":"J. Popelka, Pavol Pivovarniček","doi":"10.16926/par.2022.10.28","DOIUrl":"https://doi.org/10.16926/par.2022.10.28","url":null,"abstract":"Introduction: The aim of the pilot study was an effect comparison of stretching between foam rolling and dynamic stretching on performance in motion tests by young volleyball players. Methods: 1. Experimental sample – ESFR (n=8, age = 13.4±0.5 years, height = 173.8±7.7 cm, weight = 59.8±7.1 kg) absolved 6 measurements of indicators of stretching with foam rolling during 6 weeks. 2. Experimental sample – ESDS (n=8, age = 13.4±0.5 years, height = 174.5±9.5 cm, weight = 59.4±11.0 kg) absolved dynamic stretching. We had determined the stretching effect between ESFR and ESDS by comparison of performance in tests: spike jump (SS), block jump (BS) E-test (ET), run to cones (RC), throw with 1 kg ball (H2), sit and reach test (SR) and sit-ups (SU). Results: The most important determination was that better level of stretching presented in performance and it was determined in RC in two examples with medium effect and in three examples with large effect in behalf of ESFR. By contrast, one example from ESDS in parameter PS had better level of stretching with medium effect and one example with medium effect in H2. In other parameters (BS, SS, SU and ET) were the differences only small or none between ESFR and ESDS. Conclusion: The results of the pilot study indicate that using of foam rolling and dynamic stretching can have different influence on the level of stretching and preparation of young volleyball players. These results must be verified on larger experimental sample.","PeriodicalId":43466,"journal":{"name":"Physical Activity Review","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67611330","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}
Introduction: Technologies in physical education, as Exergames (EXGs) or Active Videogames (AVGs), represent a useful tool to increase levels of physical activity and reduce sedentary behavior, but their effectiveness on motor competence development is still unclear. The aim of the study is to gain new knowledge about the development of motor competences, assessed under two different experimental conditions: (a) technology-based intervention protocol without teacher mediation, and (b) technology-based intervention with teacher mediation, based on the variation of teaching styles in a non-linear didactic approach. Material and methods: The sample consisted of 120 primary school children, ranged from 10 to 11 years, divided in Normal weight (Nw) and Overweight-Obese (Ow-Ob), according to BMI, and assigned to Experimental Group (EG) and Control Group (CG). EG followed a non-linear didactic approach, based on the use of different teaching styles, proposing different variants of motor tasks, and soliciting various learning methods, while in CG teachers explained and demonstrated only one variant of the proposed task, with children practicing and performing sequentially what was proposed. Motor competencies development was assessed with MOBAK-5, pre- and after one week at the end of intervention. Results: Evidenced positive effects on both Nw and Ow-Ob groups in EG, and on total sample, improving scores in all MOBAK subtest and total motor qualifications, while less positive effects can be observed in Control group for Normal-weight sample. Discussion: The integration of technology into physical education lessons, combined with non-linear didactics approaches represents an innovative and effective way to develop motor competencies in primary school. However, further studies are needed to confirm the results of this study.
{"title":"Non-linear didactic technology-based intervention to enhance basic motor competencies with MOBAK-5: a pilot study in primary school","authors":"Domenico Monacis, D. Colella, P. Limone","doi":"10.16926/par.2022.10.03","DOIUrl":"https://doi.org/10.16926/par.2022.10.03","url":null,"abstract":"Introduction: Technologies in physical education, as Exergames (EXGs) or Active Videogames (AVGs), represent a useful tool to increase levels of physical activity and reduce sedentary behavior, but their effectiveness on motor competence development is still unclear. The aim of the study is to gain new knowledge about the development of motor competences, assessed under two different experimental conditions: (a) technology-based intervention protocol without teacher mediation, and (b) technology-based intervention with teacher mediation, based on the variation of teaching styles in a non-linear didactic approach. Material and methods: The sample consisted of 120 primary school children, ranged from 10 to 11 years, divided in Normal weight (Nw) and Overweight-Obese (Ow-Ob), according to BMI, and assigned to Experimental Group (EG) and Control Group (CG). EG followed a non-linear didactic approach, based on the use of different teaching styles, proposing different variants of motor tasks, and soliciting various learning methods, while in CG teachers explained and demonstrated only one variant of the proposed task, with children practicing and performing sequentially what was proposed. Motor competencies development was assessed with MOBAK-5, pre- and after one week at the end of intervention. Results: Evidenced positive effects on both Nw and Ow-Ob groups in EG, and on total sample, improving scores in all MOBAK subtest and total motor qualifications, while less positive effects can be observed in Control group for Normal-weight sample. Discussion: The integration of technology into physical education lessons, combined with non-linear didactics approaches represents an innovative and effective way to develop motor competencies in primary school. However, further studies are needed to confirm the results of this study.","PeriodicalId":43466,"journal":{"name":"Physical Activity Review","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67611565","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}
Leisure-time physical activity has well demonstrated benefits in mitigating symptoms of depression and, to a lesser extent, anxiety. A variety of theoretical mechanisms have been proposed as mediators of this linkage. There has been no reported attempt to develop a unified model of the relative contributions of the proposed mechanisms. To begin to fill this gap, 394 first-year university students were surveyed concerning their participation in physical activity (broadly defined), their level of depressive and anxiety symptoms as indexed by the Kessler 10, and four mediators identified as promising candidates in the literature: behavioral activation (sense of purpose and achievement), belonging (sense of social contact and inclusion), sense of flow (concentrated engagement in activity), and coaching relationship (formal or informal assistance from another person). Each of the candidate mechanisms individually mediated the relationship between physical activity and the K10 score. However, the scores for each of the mechanisms themselves were inter-correlated to a small or medium degree. When all scores were analysed as an integrated model, only behavioral activation and belonging were significant mediators. Once these two mediators had been accounted for, there was no additional direct effect of physical activity on both depression and anxiety. The next steps for refining and testing the model are discussed.
{"title":"Toward a Mediated Model of Physical Activity in Relation to Psychological Distress","authors":"Tavis Watt, E. Kehoe","doi":"10.16926/par.2022.10.06","DOIUrl":"https://doi.org/10.16926/par.2022.10.06","url":null,"abstract":"Leisure-time physical activity has well demonstrated benefits in mitigating symptoms of depression and, to a lesser extent, anxiety. A variety of theoretical mechanisms have been proposed as mediators of this linkage. There has been no reported attempt to develop a unified model of the relative contributions of the proposed mechanisms. To begin to fill this gap, 394 first-year university students were surveyed concerning their participation in physical activity (broadly defined), their level of depressive and anxiety symptoms as indexed by the Kessler 10, and four mediators identified as promising candidates in the literature: behavioral activation (sense of purpose and achievement), belonging (sense of social contact and inclusion), sense of flow (concentrated engagement in activity), and coaching relationship (formal or informal assistance from another person). Each of the candidate mechanisms individually mediated the relationship between physical activity and the K10 score. However, the scores for each of the mechanisms themselves were inter-correlated to a small or medium degree. When all scores were analysed as an integrated model, only behavioral activation and belonging were significant mediators. Once these two mediators had been accounted for, there was no additional direct effect of physical activity on both depression and anxiety. The next steps for refining and testing the model are discussed.","PeriodicalId":43466,"journal":{"name":"Physical Activity Review","volume":"9 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67611605","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}
Lara Varela-Garrote, M. Carretero-García, Raúl Fraguela-Vale, Luisa Losada-Puente
Introduction: The effect of school day is a major factor in everyday rhythms during childhood and adolescence. The relevance of Physical Activity (PA) in school-aged children raises the need to: (a) analyse whether Primary School pupils achieve the recommended levels of daily PA; (b) find out the impact of school day and, specifically, Physical Education (PE) classes on levels of PA compared to weekends; and (c) explore the differences according to sex in daily PA at these ages. Method: A cross-sectional study was carried out, using a sample of 126 participants (aged 10.2±0.48 years; 51.6% girls, 48.4% boys) from primary schools. Data on the steps taken by pupils during a week were recorded with an ADXK362 three-axis accelerometer integrated into a wristband. Descriptive (means and standard deviation) and inferential analyses (Student’s T-Test) were performed, assuming a 95% confidence interval (p<0.05). The magnitude of the difference was quantified with power (1-β), α=0.05 (bilateral). Results: The average of steps was lower than the minimum recommended, revealing a weekly pattern in which, the most active children were so throughout the week and vice versa. Significant variations were found depending on the days of the week (r=0.40, p<0.001, d= 0.63) or whether they had PE classes (r=0.65, p<0.001, d= 0.79). School day contributed significantly to greater activity and families were less physically active on weekends (t=6.62, p<0.001, d=0.70). Girls had a lower level of PA than boys, and more difficulty reaching the recommended levels of daily PA (t=-4.05, p<0.001, d=0.96), except on weekends. Conclusion: Pupils do not reach the minimum recommended daily steps for their age, with a well-established gender gap in favour of boys. School day (especially when PE is taught) increases their daily PA more than at weekends.
{"title":"Promoting active lifestyles in schools. Effect of school day on daily physical activity levels","authors":"Lara Varela-Garrote, M. Carretero-García, Raúl Fraguela-Vale, Luisa Losada-Puente","doi":"10.16926/par.2022.10.14","DOIUrl":"https://doi.org/10.16926/par.2022.10.14","url":null,"abstract":"Introduction: The effect of school day is a major factor in everyday rhythms during childhood and adolescence. The relevance of Physical Activity (PA) in school-aged children raises the need to: (a) analyse whether Primary School pupils achieve the recommended levels of daily PA; (b) find out the impact of school day and, specifically, Physical Education (PE) classes on levels of PA compared to weekends; and (c) explore the differences according to sex in daily PA at these ages. Method: A cross-sectional study was carried out, using a sample of 126 participants (aged 10.2±0.48 years; 51.6% girls, 48.4% boys) from primary schools. Data on the steps taken by pupils during a week were recorded with an ADXK362 three-axis accelerometer integrated into a wristband. Descriptive (means and standard deviation) and inferential analyses (Student’s T-Test) were performed, assuming a 95% confidence interval (p<0.05). The magnitude of the difference was quantified with power (1-β), α=0.05 (bilateral). Results: The average of steps was lower than the minimum recommended, revealing a weekly pattern in which, the most active children were so throughout the week and vice versa. Significant variations were found depending on the days of the week (r=0.40, p<0.001, d= 0.63) or whether they had PE classes (r=0.65, p<0.001, d= 0.79). School day contributed significantly to greater activity and families were less physically active on weekends (t=6.62, p<0.001, d=0.70). Girls had a lower level of PA than boys, and more difficulty reaching the recommended levels of daily PA (t=-4.05, p<0.001, d=0.96), except on weekends. Conclusion: Pupils do not reach the minimum recommended daily steps for their age, with a well-established gender gap in favour of boys. School day (especially when PE is taught) increases their daily PA more than at weekends.","PeriodicalId":43466,"journal":{"name":"Physical Activity Review","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67611204","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}
A. Osipov, V. Guralev, S. Iermakov, T. Ratmanskaya, A. Galimova, M. Kudryavtsev
Background. The influence of different strength training interventions on strength and competitive performance has been insufficiently examined in elite junior judokas. This study aimed to investigate the impact of different strength interventions in precompetitive training process of elite junior male judokas. Material and Methods. Fifty-three elite judokas (age: 17.22±1.37 yrs, height: 176.34±5.47 cm, body weight: 78.46±6.22 kg, judo training experience: 4.52±0.89 years) performed two different 8-week strength training interventions. Group 1 (n=27) were performed “strength” intervention, group 2 (n=26) were performed “CrossFit®” intervention about 5.3-6.0 hours per week. The base training exercises were as follows: bench press, barbell bench pull and lat pull-down, clean & jerk, snatch, squats and knee flexion curl, pull up. The handgrip strength test, the one-repetition maximum tests, pull up test and competitive performance evalution, were in this study. Results. In post-intervention period, were found that bench press and back squat findings were significantly (p≤0.05) higher in judokas (group 1) as compared to judokas (group 2). There were significantly (p≤0.05) higher pull upfindings in judokas (group 2). No significant differences were observed among the groups with regard to competitive performance values within 3.5 months after post-intervention. Conclusions. This study demonstrated that 8-week of different strength training interventions are not equally effective to increase performance of junior male judokas in specific strength tests and not to change competitive performance of athletes within 3.5 months after strength intervention. The final decision for the particular strength training intervention (“strength” or “CrossFit®”) can be decided according to an judoka's individual challenges during the competitive season.
{"title":"Impact of two different strength/conditioning training interventions on sport and strength performance of junior male judokas","authors":"A. Osipov, V. Guralev, S. Iermakov, T. Ratmanskaya, A. Galimova, M. Kudryavtsev","doi":"10.16926/par.2022.10.11","DOIUrl":"https://doi.org/10.16926/par.2022.10.11","url":null,"abstract":"Background. The influence of different strength training interventions on strength and competitive performance has been insufficiently examined in elite junior judokas. This study aimed to investigate the impact of different strength interventions in precompetitive training process of elite junior male judokas. Material and Methods. Fifty-three elite judokas (age: 17.22±1.37 yrs, height: 176.34±5.47 cm, body weight: 78.46±6.22 kg, judo training experience: 4.52±0.89 years) performed two different 8-week strength training interventions. Group 1 (n=27) were performed “strength” intervention, group 2 (n=26) were performed “CrossFit®” intervention about 5.3-6.0 hours per week. The base training exercises were as follows: bench press, barbell bench pull and lat pull-down, clean & jerk, snatch, squats and knee flexion curl, pull up. The handgrip strength test, the one-repetition maximum tests, pull up test and competitive performance evalution, were in this study. Results. In post-intervention period, were found that bench press and back squat findings were significantly (p≤0.05) higher in judokas (group 1) as compared to judokas (group 2). There were significantly (p≤0.05) higher pull upfindings in judokas (group 2). No significant differences were observed among the groups with regard to competitive performance values within 3.5 months after post-intervention. Conclusions. This study demonstrated that 8-week of different strength training interventions are not equally effective to increase performance of junior male judokas in specific strength tests and not to change competitive performance of athletes within 3.5 months after strength intervention. The final decision for the particular strength training intervention (“strength” or “CrossFit®”) can be decided according to an judoka's individual challenges during the competitive season.","PeriodicalId":43466,"journal":{"name":"Physical Activity Review","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67611180","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}
Introduction: The aim of the study is to evaluate the coordination similarity ratio of involvement of selected muscles (m. pectoralis major; m. latissimus dorsi; m. obliquus externus abdominis; m. triceps brachii) during the crawl swimming cycle as a target movement with imitation movement act. The research set comprised 16 elite swimmers specializing in crawl sprint tracks. Methods: The key research method was surface electromyographic analysis synchronized with video recording. The study was based on a quantitative description of electromyographic recordings of the observed movement acts. The research study has the character of an intra-individual and inter-individual comparative analysis of the coordination characteristics of the movement system. This is a sequential triangulation of a quantitative-qualitative approach and an intragroup case study with an experimental way of obtaining data. Results: Muscle activation of selected muscles during the crawl did not show a significant difference in effect size compared to the imitation movements on the Biokinetic swimming simulator.
{"title":"Comparison of muscle activity during swimming and on the Biokinetic simulator","authors":"J. Vaneckova, H. Kabesova","doi":"10.16926/par.2022.10.12","DOIUrl":"https://doi.org/10.16926/par.2022.10.12","url":null,"abstract":"Introduction: The aim of the study is to evaluate the coordination similarity ratio of involvement of selected muscles (m. pectoralis major; m. latissimus dorsi; m. obliquus externus abdominis; m. triceps brachii) during the crawl swimming cycle as a target movement with imitation movement act. The research set comprised 16 elite swimmers specializing in crawl sprint tracks. Methods: The key research method was surface electromyographic analysis synchronized with video recording. The study was based on a quantitative description of electromyographic recordings of the observed movement acts. The research study has the character of an intra-individual and inter-individual comparative analysis of the coordination characteristics of the movement system. This is a sequential triangulation of a quantitative-qualitative approach and an intragroup case study with an experimental way of obtaining data. Results: Muscle activation of selected muscles during the crawl did not show a significant difference in effect size compared to the imitation movements on the Biokinetic swimming simulator.","PeriodicalId":43466,"journal":{"name":"Physical Activity Review","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67611187","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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