Research Quarterly for Exercise and Sport最新文献

Purpose: Following increased interest in physical literacy (PL), development of appropriate tools for assessment has become an important next step for its operationalization. To forward the development of such tools, the objective of this study was to build the foundations of the Évaluation de la Littératie Physique (ELIP), designed to help reduce existing tensions in approaches to PL assessment that may be resulting in a low uptake into applied settings. Methods: We followed two steps: (1) the development of the first version of ELIP by deploying a Delphi method (n = 30); and (2) the modification of items through cognitive interviews with emerging adults (n = 32). Results: The expert consensus highlighted four dimensions of PL to be assessed-physical; affective; cognitive; and social-with new perspectives, including a preference for broad motor tests over fitness. Conclusion: Results offer new insights into the assessment of emerging adults' PL, but ELIP still requires further work concerning validity, reliability, and sensitivity.

Purpose: This cross-sectional study used data from the 2018-2019 National Survey of Children's Health to examine the association between metropolitan statistical area (MSA) status and sports participation among American youth ages 6-17. Methods: Weighted prevalence statistics were computed for sports participation by MSA status (non-MSA, MSA), overall and by child sex and age. Modified Poisson regression was used to estimate prevalence ratios (PR) for non-MSA versus MSA youth, before and after adjusting for special health-care needs, race/ethnicity, household income, parent education, and family structure. Results: The final sample included 30,029 youth [M_age = 11.6 years (SD = 0.4), 51.4% female, 49.0% White]. About 56% participated in sports in the past year. Sports participation was significantly higher among females versus males [59.1% (95% CI: 57.4%-60.7%) versus 52.1% (95% CI: 50.4%-53.8%), p < .001]. Among ages 6-11, those in non-MSAs (versus MSAs) were less likely to participate in sports [PR 0.92 (95% CI: 0.86-0.99), p = .033], which was non-significant after adjustment. In adjusted models, youth ages 12-17 in non-MSAs (versus in MSAs) were more likely to participate in sports overall [aPR 1.07 (95% CI: 1.00-1.15), p = .042] and among males [aPR 1.12 (95% CI: 1.01-1.23), p = .026]. Conclusion: The relationship between MSA status and sports participation may be largely driven by factors that affect youth's ability to participate in sports. Sports participation was higher among females versus males overall. In the models adjusted for demographics, non-MSA youth ages 12-17 were more likely to participate, particularly males. Efforts promoting youth sports should consider differences in socio-demographic factors between MSA versus non-MSA areas to help increase participation.

Objective: The aim of the current study was to evaluate the physiological and metabolic responses to running with whole-body electromyostimulation (wbEMS) compared to running without electromyostimulation (control, CG). Methods: Twenty healthy participants (9 male/11 female, age 42 ±7 years) conducted an incremental step test with respiratory gas analysis until exhaustion. Trials were conducted as wbEMS and CG in a random order. As outcome measures, (A) objective total exhaustion, (B) athletic responses (max. time and velocity) and (C) physiological and metabolic responses (V'O₂/ kg, V'E, EE, RER, lactate) were compared. (D) The impact on the skeletal muscle was assessed prior, 48 h & 72 h after trial. Results: During both trials, participants (A) ran until total exhaustion. Nonetheless, (B) time and velocity till exhaustion as well as (C) RER prior to the first lactate threshold and V'E were reduced with wbEMS. All other correlates did not differ significantly between wbEMS and CG. Following 48 h and 72 h after the trial with wbEMS, (D) the impact on the skeletal muscle was 7- to 9-fold higher compared to baseline values. Values differed significantly to those after running without wbEMS. Conclusion: With the additional stimulation during voluntary activation, wbEMS induces earlier fatigue and a shift in energy metabolism toward fat utilization. Even during aerobic endurance tasks, a great impact on the skeletal muscle indicated by the rise in CK could be observed which promotes wbEMS as an alternative training stimulus that is easy-to-apply and effective during endurance training.

Purpose: With the increased access to neural networks trained to estimate body segments from images and videos, this study assessed the validity of some of these networks in enabling the assessment of body position on the bicycle. Methods: Fourteen cyclists pedaled stationarily in one session on their own bicycles while video was recorded from their sagittal plane. Reflective markers attached to key bony landmarks were used to manually digitize joint angles at two positions of the crank (3 o'clock and 6 o'clock) extracted from the videos (Reference method). These angles were compared to measurements taken from videos generated by two deep learning-based approaches designed to automatically estimate human joints (Microsoft Research Asia-MSRA and OpenPose). Results: Mean bias for OpenPose ranged between 0.03° and 1.81°, while the MSRA method presented errors between 2.29° and 12.15°. Correlation coefficients were stronger for OpenPose than for the MSRA method in relation to the Reference method for the torso (r = 0.94 vs. 0.92), hip (r = 0.69 vs. 0.60), knee (r = 0.80 vs. 0.71), and ankle (r = 0.23 vs. 0.20). Conclusion: OpenPose presented better accuracy than the MSRA method in determining body position on the bicycle, but both methods seem comparable in assessing implications from changes in bicycle configuration.

Public health guidelines for resistance training emphasize a minimal effective dose intending for individuals to engage in these behaviors long term. However, few studies have adequately examined the longitudinal time-course of strength adaptations to resistance training. Purpose: The aim of this study was to examine the time-course of strength development from minimal-dose resistance training in a large sample through retrospective training records from a private international exercise company. Methods: Data were available for analysis from 14,690 participants (60% female; aged 48 ± 11 years) having undergone minimal-dose resistance training (1x/week, single sets to momentary failure of six exercises) up to 352 weeks (~6.8 years) in length. Linear-log growth models examined strength development over time allowing random intercepts and slopes by participant. Results: All models demonstrated a robust linear-log relationship with the first derivatives (i.e., changes in strength with time) trending asymptotically such that by ~1-2 years strength had practically reached a "plateau." Sex, bodyweight, and age had minimal interaction effects. However, substantial strength gains were apparent; approximately ~30-50% gains over the first year reaching ~50-60% of baseline 6 years later. Conclusion: It is unclear if the "plateau" can be overcome through alternative approaches, or whether over the long-term strength gains differ. Considering this, our results support public health recommendations for minimal-dose resistance training for strength adaptations in adults.

Physical Education Teacher Education (PETE) training has the potential to influence graduates' decisions as physical educators. Utilizing themes from Rogers' Diffusion of Innovations and Lawson's Occupational Socialization theories, we focused on graduates from a single PETE program which, beginning in 2007, began integrating content, expectations, and experiences relating to an expanded role of the physical educator such as in comprehensive school physical activity programs (CSPAPs). Purpose: The purpose of this study was to examine transfer in terms of university training leading to teaching practices in expanded physical activity programming. Method: An electronic questionnaire was sent to 335 graduates from May 2000 through May 2019. Sixty-seven graduates' questionnaires were investigated looking at perceptions of CSPAP as an innovation, current expanded physical activity (PA) offerings, and memories of PETE. Additionally, 13 participants participated in a school visit and interview which acted as a fidelity check for self-reported levels of expanded PA programming reported in the questionnaire. Results: All 67 graduates included some amount of expanded PA programming. Positive correlations were found with perception of CSPAP as an innovation, for both year of graduation and memory of PETE programming, thus students exposed to CSPAP programming during PETE were implementing components at their schools at higher levels. Conclusion: There is positive potential for professional socialization to influence graduates' practices. Perceptions of CSPAP as an innovation were positive and support the promotion of triability and starting small when PETE programs encourage expanded PA programming.

Purpose: Using a multilevel approach, this study analyzed the relationship between ball possession and distance covered at different speed sections: total distance (TD), distance covered between 14.1-21 km·h-1 (MIRD), 21.1-24 km·h-1 (HIRD), and > 24.1 km·h-1 (VHIRD). Methods: The sample included 1,520 matches played by 80 Spanish professional soccer teams across four consecutive LaLiga seasons (from 2015/2016 to 2018/2019). Two observations were collected per match, one from each team, resulting in a total of 2,950 records (760 per season). Data were collected using Mediacoach®. Results: At match level (i.e., grand-mean centered), ball possession negatively predicted all distances covered. At team level (i.e., group-mean centered), ball possession negatively predicted total distance covered and distance covered between 14.1-21 km·h-1. Furthermore, cross-level interactions (Match X Team) in ball possession negatively predicted all distances covered at speeds above 14.1 km·h-1. Specifically, in high-possession teams, the negative relationship between match ball possession and distances traveled at all speed ranges above 14.1 km·h-1 was stronger than in teams with medium or low possession. Conversely, match ball possession was positively related todistance covered at low intensities, and negatively related at high intensities in low-possession teams. Conclusion: These findings show practitioners and researchers that the distances covered at different speed ranges depend on technical-tactical parameters such as ball possession.

Purpose: This study compared physiological and perceptual variables between short and long durations of rowing-based high intensity interval exercise (HIIE). Methods: Fourteen active adults (age = 26.4 ± 7.2 yr) performed incremental rowing exercise to fatigue to measure maximal oxygen uptake (VO₂max) and peak power output (PPO). The subsequent 20 min sessions required HIIE (eight 60 s efforts at 85%PPO with 90 s of active recovery at 20%PPO or 24 20 s efforts at 85%PPO with 30 s of active recovery at 20%PPO) or moderate intensity continuous exercise (MICE) at 40%PPO. During exercise, VO₂, heart rate (HR), blood lactate concentration (BLa), rating of perceived exertion (RPE), and affective valence were measured. Results: Data show significantly (p < 0.001) higher peak VO₂ (84 ± 7 vs. 76 ± 5%VO₂peak, d = 0.99), peak HR (94 ± 4%HRpeak vs. 90 ± 4%HRpeak, d = 1.12), BLa (7.0 ± 2.5 mM vs. 4.1 ± 1.0 mM, d = 1.22), end-exercise RPE (12.8 ± 2.0 vs. 11.0 ± 1.7, d = 1.29), and lower affective valence (2.1 ± 1.6 vs. 2.9 ± 1.2, d = 0.61) with long versus short HIIE. Time spent above 85%HRpeak was significantly higher (p < 0.001) in short versus long HIIE (606 ± 259 vs. 448 ± 26 s, d = 0.91). Conclusion: Longer rowing-based intervals elicit greater cardiometabolic and perceptual strain versus shorter efforts, making the latter preferable to optimize perceptual responses to HIIE.

Purpose: Recovery-interval strategies may influence physiological and psychological responses during highintensity interval resistance training (HIIRT). This study compared the intensity, performance, and psychological outcomes during all-out effort HIIRT performed with fixed (FRI) and self-selected (SSRI) recovery intervals. Methods: Sixteen trained males (27.2 ± 4.1 years; 84.5 ± 8.9 kg; 55.8 ± 7.1 mL.kg-1.min-1) performed HIIRT bouts interspersed with FRI (10 s) and SSRI (15.3 ± 7.9 s). Results: Relative heart rate (%HRmax) and oxygen uptake (%VO2Peak), number of repetitions, and psychological responses (affection: Feeling ScaleFS; Felt Arousal ScaleFAS; enjoyment: Physical Activity Enjoyment ScalePACES) were assessed. FRI and SSRI elicited similar relative average intensity (p > .05) (%HRmax: 88.1 ± 3.5% vs. 87.6 ± 3.0%; %VO2Peak: 55.3 ± 7.4% vs. 54.1 ± 8.1%, respectively). The number of repetitions similarly decreased in SSRI and FRI from rounds 1 to 4 (~15%; p < .006), with no difference of total volume across conditions (FRI: 358.6 ± 32 reps vs. SSRI:357.5 ± 28.2; p = .89). In each round, no difference between FRI and SSRI (p > .05) was found for FS (3- to 3.5 vs. 2- to 4, respectively) or FAS (2- to 4 vs. 2- to 4, respectively), while PACES was lower in FRI than SSRI (102.8 ± 15.8 vs. 109.2 ± 13.2; p = .04). Conclusion: In conclusion, relative intensity, total repetitions, and affective perception were not influenced by the strategy of recovery intervals. On the other hand, overall enjoyment was favored in SSRI vs. FRI.

Purpose: The preparation of Chinese physical education teachers focuses strongly on movement competence and the development of knowledge about rules and techniques. What is missing are experiences that promote expertise in task design and progressions. The purpose of this study was to examine if participation in classes following the Sport Education model could enhance content expertise by placing students in situations where they were responsible for these tasks. Methods: One hundred and ten physical education majors from a university in central China participated in a semester-long course of volleyball taught using either Traditional Instruction or Sport Education. Pre- and post-course measures were recorded of participants' game performance, common content knowledge (CCK), and specialized content knowledge (SCK). Results: After controlling for pre-intervention scores, statistically significant differences were evident in the posttest scores between the instructional groups for all three measures. The binomial logistic regression model to ascertain the effect of course type on the likelihood that students would reach the benchmark depth of SCK produced statistical significance. Students in the Sport Education classes had 6.67 times higher odds to reach the benchmark than students in the Traditional Instruction classes. Conclusion: The accountability mechanisms specific to Sport Education that have been shown to enhance student motivation and promote knowledge and performance seemed to carry over into this setting. As students in Sport Education were responsible for designing much of their team training, this served to promote their ability to design and sequence tasks based on their team's needs. Implications for physical education teacher education are discussed.