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1.
Background: The absence of Physical Education (PE) from the South African school curriculum before its reintroduction in recent years contributed to health concerns regarding the low physical activity (PA) levels of children and adolescents in South Africa.

Purpose: This study evaluated the effects of a once-a-week enhanced quality PE programme on the PA levels of South African Grade 7 learners.

Methods: Using a pre-test and post-test control-group design, 110 Grade 7 learners aged 12–13 years (experimental school, n?=?40; control schools, n?=?70) from two primary schools in Potchefstroom, South Africa, were studied. They participated in a 12-week PE intervention programme based on the guidelines of the South African Curriculum and Assessment Policy Statement, which allocates one hour per week to PE teaching. The intervention included five quality-enhancing components, namely well-trained teachers, homework activities, a reward system, hand-made apparatus and the monitoring of activity intensity. In the experimental school, 40 learners were randomly assigned from the total Grade 7 class (n?=?124) to the experimental group, while two control groups (n?=?37 and n?=?33) were used, one from the same school as the experimental school and the other from a different school. Additionally, to control for PE teacher interaction effect, the experimental group was divided into 4 experimental sub-groups of 10 learners each, which were taught by 4 different PE teachers, and the pre-test and post-test data of these experimental sub-groups were also analysed. Children's PA levels were measured before and after the intervention using a validated Children's Leisure Activities Study Survey questionnaire. The Kruskal–Wallis and Wilcoxon signed-rank tests were used to evaluate the effects of the intervention programme.

Results: No significant differences were found within the experimental group between the 4 experimental sub-groups and between the 2 control groups at pre- and post-test measurements (p?>?.05). There was a significant effect for the experimental group as a whole, as results of the total experimental group showed statistically significant increases in moderate PA (ES?=?0.47; p?=?.014), vigorous PA (ES?=?0.48; p?=?.012) and total PA (ES?=?0.51; p?=?.008) as well as decreases in sedentary behaviours (ES?=?0.39; p?=?.041) after the 12-week intervention programme, whereas no significant changes were found in the control group. Statistically significant improvements were also found in all 4 experimental sub-groups between pre- and post-tests for the time spent in moderate PA (p?=?.028–.05; ES?=?0.23–0.64), vigorous PA (p?=?.018–.036; ES?=?0.23–0.63), total PA (p?=?.017–.05; ES?=?0.30–0.68) and sedentary time (p?=?.014–.049; ES?=?0.26–0.66), whereas no marked changes were observed among the two control groups, indicating no PE teacher interaction effect on the results.

Conclusions: The enhanced quality PE programme can be used as a valuable framework for PE implementation targeted at promoting learners’ PA levels, even in the presence of restricted time allocation, and limited teaching and learning resources.  相似文献   

2.
We studied differences in physical activity (PA), sedentary behaviour (SB), and the types of PA and SB between Finnish girls and boys and children from different socioeconomic backgrounds (SES). We assessed PA, SB, parental education, and household income using detailed questionnaires in a representative population sample of 486 children (238 girls, 248 boys) aged 6–8 years. Girls spent on average 1.7 h/day and boys 2.0 h/day in total PA (p?=?0.002). Altogether 66% of girls and 54% of boys had less than 2 h of total PA per day (p?=?0.012). Girls had lower levels of unsupervised PA (45 vs. 54 min/day, p?=?0.001), supervised PA (1.5 vs. 1.9 h/week, p?=?0.009), and PA during school recess (1.8 vs. 1.9 h/week, p?=?0.032) than boys. Girls had higher levels of total SB (3.8 vs. 3.4 h/day, p?=?0.015) but lower levels of screen-based SB (1.5 vs. 1.9 h/day, p?<?0.001) than boys. Lower parental education and household income were associated with lower levels of supervised PA in girls (p?=?0.011 and p?=?0.008, respectively) and in boys (p?=?0.006 and p?=?0.003, respectively). Lower parental education and household income were also related to higher levels of screen-based SB in boys (p?=?0.005 and p?<?0.001, respectively) but not in girls. Girls have lower levels of total, unsupervised, and supervised PA, PA during recess, and screen-based SB but higher levels of total SB than boys. Lower parental education and household income are associated with lower levels of supervised PA in both genders and higher levels of screen-based SB in boys.  相似文献   

3.
Background: School physical education (PE) programs provide a prime environment for interventions that attempt to develop school-aged children’s motor competence and overall physical fitness, while also stimulating competence motivation to engage in physical activity during childhood. It is generally recognized that a pedometer-based intervention strategy combined with a goal-setting strategy may be effective in increasing physical activity participation among school-aged children. The purpose of this study was to evaluate the impact of an 8-week pedometer-based goal-setting intervention on children’s motivation in PE, motor competence, and physical activity.

Methods: A pretest–posttest comparison group design was used with the 8-week intervention (3 days/week for 24 sessions). Participants were 273 (boys?=?136, girls?=?137) students recruited from 3 elementary schools in the US. Classes in each school were randomly allocated to three experimental conditions: (1) an intervention group with a personalized pedometer weekly target to reach in their PE class (N?=?110), (2) an intervention group with the fixed pedometer target range to reach in each PE class based on the recommended criteria (N?=?90), or (3) a control group without intervention (N?=?73).

Analysis/results: The factorial repeated measures MANOVA indicated significant multivariate effects for the group [F(6, 528)?=?12.954, p?Post hoc analyzes showed that both experimental groups had significantly higher expectancy-value beliefs, motor competence, and physical activity compared to the control group (p?Conclusions: Health practitioners should be aware that goal-directed action can contribute to school students’ PE-related achievement motivation, motor competence, and achieving the recommended 60?min of moderate-to-vigorous physical activity.  相似文献   

4.
Body dissatisfaction is a phenomenon that may already occur in childhood and is linked to a variety of psychosocial risks. As the role of physical activity in the context of body dissatisfaction is still ambivalent, a cross-sectional study with 602 normal weight children (50.2% girls; Mage?=?9.23 years; SD?=?0.79) was conducted. The children filled in the MoMo-Questionnaire, including items about their physical activities and motives for being physically active, as well as Bender’s Body Esteem and Muscularity Concern Scale with the three subscales “body satisfaction”, “weight and shape concerns”, and “muscularity concerns”. Independent t-tests revealed that girls were less worried about muscularity than boys (Mgirls?=?1.94, SDgirls?=?1.11 vs. Mboys?=?3.12, SDboys?=?1.43; t(560)?=?11.33, p?d?=?0.92), whereas girls showed greater weight and shape concerns than boys (Mgirls?=?2.24, SDgirls?=?0.97 vs. Mboys?=?2.05, SDboys?=?0.92; t(549)?=?2.32, p?=?.02, d?=?0.20). In boys, physical activity is associated with less muscularity, weight, and shape concerns. Body satisfaction increases with health and fitness motives. In girls, the role of physical activity is ambivalent: girls who engage in sports do not differ in body dissatisfaction from non-active girls. In sportive girls, weight and shape concerns increased with more health and fitness motives. Finally, the study provides first insights into body dissatisfaction and the different role of physical activity in boys and girls in childhood.  相似文献   

5.
Many children fail to meet physical activity (PA) guidelines for health benefits. PA behaviours are complex and depend on numerous interrelated factors. The study aims to develop current understanding of how children from low Socio-economic environments within the UK use their surrounding built environments for PA by using advanced technology. The environment was assessed in 96 school children (7–9 years) using global positioning system (GPS) monitoring (Garmin Forerunner, 305). In a subsample of 46 children, the environment and PA were assessed using an integrated GPS and heart rate monitor. The percentage of time spent indoor, outdoor, in green and non-green environments along with time spent in moderate-to-vigorous PA (MVPA) in indoor and outdoor environments were assessed. A 2-by-2 repeated measures analysis of covariance, controlling for body mass index, BF%, assessed the environmental differences. The findings show that 42% of children from deprived wards of Coventry fail to meet PA guidelines, of which 43% was accumulated during school. Children engaged in more MVPA outdoor than indoor environments (P < 0.01) and a greater amount of time was spent in non-green environments (P < 0.01). Increased time outdoors was negatively associated with BF%. In conclusion, outdoor environments are important for health-enhancing PA and reducing fatness in deprived and ethnic children.  相似文献   

6.
The purpose of this article was to examine the validity of self-reported pedometer steps/day. Forty-seven participants were provided a New Lifestyles NL-2000 (NL-2000; Lees Summit, MO, USA) pedometer and a physical activity (PA) diary for 3 weeks, but not informed of the data-storing capabilities. For weeks 2 and 3, each participant was given a step goal of 3,000 steps/day above week 1 average. A 2 × 3 repeated measures analysis of variance (ANOVA) was used to examine differences between reported steps/day. Bland–Altman plots assessed the mean bias and limits of agreement between reporting methods. Mean self-reported and NL-2000 steps/day were 9,264 ± 3,555 and 8,971 ± 3,590 steps/day (n = 26, p > .05). Mean biases were 216 ± 1,753 (week 1), –506 ± 1,355 (week 2), and –590 ± 1,360 (week 3) steps/day. Negative mean bias values indicate higher self-reported steps/day. Mean steps/day were similar between recording methods, but large differences were observed among individuals, suggesting self-reported steps/day may be valid for PA research at the population level, but not the individual level.  相似文献   

7.
This study assessed the associations between these factors in a random sample of Czech families with preschool and school-aged children. A nationally representative sample comprised 185 families with preschool children and 649 families with school-aged children (dyads; both parents and child n?=?365, mother and child n?=?730, and father and child n?=?469). The participants wore Yamax Digiwalker SW-200 pedometers at least four weekdays and both weekend days and completed family logbooks (anthropometric parameters, daily step counts (SC), and screen time (ST)). When a parent (fathers at weekends and mothers both on weekdays and at weekends) achieved 10,000 SC per day, their children were also significantly (OR?=?2.93–6.06, 95% CI?=?2.02–9.26) more likely to meet the daily SC recommendation. On the contrary, the involvement of fathers in organized leisure-time PA reduced their children's odds of meeting the SC recommendation on weekdays (OR?=?0.53, 95% CI?=?0.31–0.89) and at weekends (OR?=?0.41, 95% CI?=?0.24–0.72). The excessive ST of parents at weekends reduced the odds of their children meeting the SC recommendation (mother–child dyads: OR?=?0.44, 95% CI?=?0.26–0.72; father–child dyads: OR?=?0.63, 95% CI?=?0.37–1.06). High levels of parents’ PA contribute to the achievement of the recommended daily PA in children on weekdays and at weekends. Excessive weekend ST of parents reduces their odds of their children achieving the recommended daily PA; however, the influence of parents’ PA on their children’s achieving the recommended daily PA is stronger than the inhibitory effect of ST.  相似文献   

8.
Training load (TL) and recovery should be in optimal balance to obtain maximal performance gains. We aimed to study sleep as a recovery technique and its relationship with TL and performance in elite athletes. Twenty-six elite female artistic gymnasts were divided into an under 13 (n?=?6), an under 14 (n?=?6), a junior (n?=?7; 14–15y) and a senior (=World Championship (WC) competitors, n?=?7; ≥16y) category. Sleep, through sleep logs, and training parameters, using the session Rate of Perceived Exertion (sRPE) scale, were monitored to calculate total sleep time (TST), sleep efficiency (SE), TL, monotony and strain. Performance of WC competitors was evaluated through coach and WC qualification ranking. For the entire group, TST (effect sizes (ES)?=??1.12, confidence intervals (CI)?=??60:?47, P?P?=?.022) were shorter during week than weekend nights. TST and SE were highest in youngest gymnasts (P?P?P?P?P?=?.030). TST correlated with coach ranking (r?=??0.857, P?=?.014). Higher TL correlated with worse WC (r?=?0.829, P?=?.042) and coach (r?=?0.893, P?=?.007) ranking. This research in elite gymnasts indicated associations between decreased TST, augmented TL and inferior performance. Optimizing sleep and TL may therefore represent strategies to enhance performance.  相似文献   

9.
Abstract

No published research has assessed sleep patterns of elite rugby union players following match-play. The present study examined sleep patterns of professional rugby union players, prior and post-match-play, to assess the influence of competition. Twenty-eight male rugby union players (24.4?±?2.9 years, 103.9?±?12.2?kg) competed in one of four competitive home matches. Player's sleep behaviours were monitored continuously using an Actiwatch® from two days before the match, until three days post-match. Repeated measures of analysis of variance (ANOVA) showed significant differences across the time points measured for time to bed (F?=?26.425, η2 ?=?0.495, p < .001), get up time (F?=?21.175, η2?=?0.440, p?<?.001), time spent in bed (F?=?10.669, η2?=?0.283, p?<?.001), time asleep (F?=?8.752, η2?=?0.245, p?<?.001) and percentage of time moving (F?=?4.602, η2?=?0.146 p?<?.05). Most notable, post hocs revealed a significant increase for time in bed the night before the match (p?<?.01; 95% CI?=?0?:?10–1?:?28?h; 9.7?±?13.5%) compared with the reference night sleep. Furthermore, time asleep significantly decreased post-match (p?<?.05; 95% CI?=??0:03 to ?1:59?h; ?19.5?±?19.8%) compared to two nights pre-match. Across all time points, sleep latency and efficiency for most players were considered abnormal compared to that expected in normal populations. The results demonstrate that sleep that is deprived post-match may have detrimental effects on the recovery process.  相似文献   

10.
This study examined stability and reliability of free-living physical activity assessed by pedometer in 69 young female college students (M age = 18.7 years, SD = 1.2, range: 18-25 years; body mass index = 23.2 kg/m2, SD = 0.6) for two complete weeks (Week 1 and Week 2) separated by 12 weeks. During Week 1, participants took an average of 8,880 steps/day, SD = 3,219, range: 1,858-19,480; during Week 2 9,088 steps/day, SD = 3,299, range 1,736-16,837; t (68) = -.568, p = .572. In both weeks, only Sunday differed significantly (repeated measures analysis of variance; Week 1: p < .0001; Week 2: p < .01) from all other days of the week. The computed intraclass correlation between weeks was moderate (.72). Group mean pedometer-determined physical activity was stable across 2 weeks separated by 12 weeks in this young, healthy sample of women. Individuals within these groups held their rank order to a moderate extent over time. These findings provide important evidence of the reliability of pedometer-determined physical activity data and are of practical importance to study design.  相似文献   

11.
ABSTRACT

Background: Health organisations such as the United Nations continue to place an expectation on school physical education (PE) programmes and wider school strategies to ensure students develop physical literacy and receive the well-established benefits of meeting physical activity guidelines. Barriers to meet this expectation such as lack of trained PE teachers, lack of time and greater emphasis on academic achievement are ongoing challenges to schools. The purpose of this study was to evaluate the impact of the multi-component Physical Education Physical Literacy (PEPL) intervention, designed to improve students’ fundamental movement skill, perceived physical abilities and level of physical activity.

Method: A qualified PE teacher implemented the PEPL intervention across seven schools, and another seven schools formed a control group as part of a randomised cluster-based trial. Grade 5 students (N?=?318, age 10.4 years?±?SD 0.4) completed assessments of physical activity, fundamental movement skill, attitudes towards PE, and self-perceptions of physical abilities before and after a 33-week intervention. Intervention effects were examined using general linear mixed models. Post-intervention focus groups with students were used to develop insights into experiences and outcomes.

Results: With no significant gender interactions, the PEPL approach led to enhanced object control skills (β?=?1.62; SE?=?0.61; p?=?0.008), with little evidence of any other fundamental movement skill improvements in excess of those in the control group. There was also modest evidence for an effect on accelerometer measured moderate-to-vigorous physical activity (MVPA) during school time (β?=?4.50; SE?=?2.39; p?=?0.058), but this was not accompanied by any significant intervention effect over the entire week. Questionnaires indicated students in the PEPL programme became less satisfied with their own sporting ability (β?=??0.20; SE?=?0.08; p?=?0.013) but qualitative data analyses suggested that they enjoyed the PEPL approach experience, becoming more motivated and confident in their physical abilities.

Conclusions: Evidence of enhanced object control skill, increased confidence and motivation to be physically active, and moderate evidence of more MVPA during school time, indicate that the introduction of the PEPL approach contributed to the development of student physical literacy. A decrease in perceived sporting competence warrants greater attention on student’s self-perceptions in future iterations of the intervention.

Trial registration: Australian New Zealand Clinical Trials Registry identifier: ACTRN12615000066583.  相似文献   

12.
There is limited published validity and reliability evidence to support using the Global Physical Activity Questionnaire. Two studies were conducted to evaluate validity and reliability evidence for the Global Physical Activity Questionnaire. In Study 1: 69 adults completed the Global Physical Activity Questionnaire (three months apart; n?=?54), International Physical Activity Questionnaire, fitness and anthropometric measures. All participants wore a pedometer and 53 participants wore an accelerometer for seven days at baseline. In Study 2, 16 adults completed the Global Physical Activity Questionnaire 10 days apart. Global Physical Activity Questionnaire moderate and vigorous minutes were correlated with the accelerometer moderate (r?=?0.28) and vigorous (r?=?0.48) physical activity. The Global Physical Activity Questionnaire and International Physical Activity Questionnaire were related for sedentary behaviors (r?=?0.51), moderate-to-vigorous (r?=?0.48) and vigorous (r?=?0.63) PA. Global Physical Activity Questionnaire moderate-to-vigorous physical activity was associated with percent fat (r =??0.32), estimated VO2 max (r?=?0.26), and step count (r?=?0.39). The Global Physical Activity Questionnaire demonstrated graded differences across categories for step count, body mass index, waist circumference, percent fat, fitness, and accelerometer measured activity. Short-term test–retest reliability (10 days) ranged from 0.83 to 0.96 while long-term reliability (three months) was 0.53 to 0.83. These data provide low-to-moderate validity and generally acceptable reliability evidence for the Global Physical Activity Questionnaire.  相似文献   

13.
Physiological or performance tests are routinely utilised to assess athletes’ recovery. At present, the ideal tool to assess recovery remains unknown. Therefore, the aim of this systematic review was to examine the change in creatine kinase (CK) and neuromuscular function as measured via a countermovement jump (CMJ) following a match in the contact codes of football. A comprehensive search of databases was undertaken with RevMan (V 5.3) used for statistical analysis. Our results demonstrated that CK pre- versus post-match (standardised mean difference (SMD)?=?0.90, 95% CI?=?0.50 to 1.31, p?p?p?p?=?.03), and pre- versus 24?h post-match (SMD?=??0.80, 95% CI?=??1.31 to ?0.28, p?=?.002) decreased significantly. There was a significant relationship between the change in CK and the change in CMJ PP from immediately pre to immediately post (r?=??0.924, p?=?.025), and between CMJ immediately following a match and 24?h CK change (r?=??0.983, p?=?.017). In conclusion, CK levels increase and performance in the CMJ decreases following a match of a contact code of football. The identification of this relationship may allow coaching staff to implement a standalone measure of recovery.  相似文献   

14.
Abstract

The purpose of this study was to evaluate the impact of an extra-curricular school sport programme to promote physical activity among adolescents. One hundred and sixteen students (mean age 14.2 years, s = 0.5) were assigned to an intervention (n = 50) or comparison group (n = 66). The 8-week intervention involved structured exercise activities and information sessions. Four days of pedometer monitoring and time spent in non-organized physical activity and sedentary behaviours were measured at baseline and post-test. At baseline, participants were classified using steps per day as low-active (girls <11,000, boys <13,000) or active (girls ≥ 11,000, boys ≥ 13,000) and the effects of the intervention were assessed using these subgroups. Adolescents in the intervention group classified as low-active at baseline increased their step counts across the 8-week intervention (baseline: 7716 steps/day, s = 1751; post-test: 10,301 steps/day, s = 4410; P < 0.05) and accumulated significantly more steps (P < 0.05) than their peers in the comparison group (baseline: 8414 steps/day, s = 2460; post-test: 8248 steps/day, s = 3674; P = 0.879). The results of the present study provide further evidence that physical activity monitoring using pedometers is an effective strategy for increasing activity among low-active adolescents.  相似文献   

15.
Background: School physical education (PE) not only offers and promotes health-related physical activity (PA), but also encompasses the promotion and development of health-related well-being such as health-related quality of life (HRQOL). Furthermore, assessing PA and HRQOL have become major issues in pediatric public health and also serve as a major goal of Healthy people 2020. Grounded in the expectancy-value and achievement goal frameworks, the primary purpose of this study was to examine the relationships among the perceptions of motivational climate in PE, expectancy-value beliefs, HRQOL, and PA among elementary children. A secondary purpose was to test whether expectancy-value beliefs mediate the relationship between motivational climate and HRQOL as well as between motivational climate and PA (self-reported PA and pedometer-based PA, respectively).

Methods: Participants were 336 elementary children recruited from three public schools in the southeastern USA (Mage?=?9.87; 179 girls, 157 boys). The majority of the participants (53.3%) were White students and the remainder (46.7%) including African-American (37.4%), Asian-American (1.5%), Hispanic-American (1.8%) and others (5.9%). Students completed a previously validated questionnaire assessing expectancy-related beliefs and task values toward PE. The 23-item pediatric QOL inventory generic core scale (PedsQLTM 4.0) was used to assess participants’ HRQOL. Children's PA levels were assessed by using a self-reported survey (Physical Activity Questionnaire for Older Children) and three-day pedometer counts (steps/min during PE).

Analysis/Results: Correlational analyses showed that expectancy-related beliefs and task values were positively related to PA and HRQOL. Regression analyses indicated that both mastery and performance motivational climate had a positive effect on children's expectancy beliefs and task values. Mediational analyses were used to evaluate the potential mediational relationships among motivational climate (independent variables: mastery and performance climates), expectancy-value beliefs (mediator: expectancy-value beliefs), and HRQOL and PA (dependent variables: total HRQOL score, self-reported PA and steps/min), respectively.

Conclusions: A mastery motivational climate together with high expectancy beliefs has a positive association with HRQOL, which in turn could produce health benefits in the future. Results suggest that a performance motivational climate could be associated with less activity (i.e. lower steps/min) even when students view PE as interesting, important, and useful. One important implication of the study is that by promoting mastery climates and expectancy-value beliefs in PE practitioners can encourage children to engage in PA both in and outside of school, and consequently may influence their quality of life.  相似文献   

16.
This study examined age-group corresponding relationships of the controlled force exertion based on sinusoidal and quasi-random waveforms in 175 right-handed male adults aged 20 to 86 years. The subjects were divided into 3 groups based on age-level: 53 young (mean age 24.6, SD?=?3.3 years), 71 middle aged (mean age 44.3, SD?=?8.7 years), and 51 elderly (mean age 69.3, SD?=?6.4 years). The participants matched their submaximal grip strength by the dominant hand to changing demand values displayed as either a sinusoidal or a quasi-random waveform appearing on the display of a personal computer. The quasi-random waveform was changed in π with amplitude and in π/2 with frequency (peak and mean frequency were 0.1 Hz in both waveforms). The participants performed the controlled force exertion test three times with a 1-min interval (one trial was 40 sec) after one practice trial using the dominant hand. The measurement order was randomly assigned. The total of the differences between the demand value and grip exertion value for 25 sec were used as an evaluation parameter. The coefficient of variance was almost the same range in all age groups in both waveforms (CVSW ?=?30.8–35.6, CVRW ?=?26.3–37.7), but the elderly group showed the highest value in the quasi-random waveform. Significant correlations were found among the sinusoidal and quasi-random waveforms in the young, middle-aged, and elderly groups, but significant differences were not found in the correlations among each age group. The controlled force exertion evaluation based on the sinusoidal and quasi-random waveform displays has a moderate relationship, and this relationship does not show age-level differences.  相似文献   

17.
The purpose of this study was to investigate the use of a single 3-min all-out maximal effort to estimate anaerobic capacity (AC) through the lactate and excess post-exercise oxygen consumption (EPOC) response methods (AC[La?]+EPOCfast) on a cycle ergometer. Eleven physically active men (age?=?28.1?±?4.0?yrs, height?=?175.1?±?4.2?cm, body mass?=?74.8?±?11.9?kg and ?O2max?=?40.7?±?7.3?mL?kg?1?min?1), participated in the study and performed: i) five submaximal efforts, ii) a supramaximal effort at 115% of intensity of ?O2max, and iii) a 3-min all-out maximal effort. Anaerobic capacity was estimated using the supramaximal effort through conventional maximal accumulated oxygen deficit (MAOD) and also through the sum of oxygen equivalents from the glycolytic (fast component of excess post-exercise oxygen consumption) and phosphagen pathways (blood lactate accumulation) (AC[La?]+EPOCfast), while during the 3-min all-out maximal effort the anaerobic capacity was estimated using the AC[La?]+EPOCfast procedure. There were no significant differences between the three methods (p?>?0.05). Additionally, the anaerobic capacity estimated during the 3-min all-out effort was significantly correlated with the MAOD (r?=?0.74; p?=?0.009) and AC[La?]+EPOCfast methods (r?=?0.65; p?=?0.029). Therefore, it is possible to conclude that the 3-min all-out effort is valid to estimate anaerobic capacity in physically active men during a single cycle ergometer effort.  相似文献   

18.
The aim of the study was to compare the effects of different strength training intensities on climbing performance, climbing-specific tests and a general strength test. Thirty lower grade and intermediate-level climbers participated in a 10-week training programme. The participants were randomized into three groups: high resistance–few repetitions training groups (HR-FR), low resistance–high repetitions training groups (LR-HR) and a control group (CON) which continued climbing/training as usual. Post-testing results demonstrated statistical tendencies for climbing performance improvements in the HR-FR and LR-HR (p?=?0.088–0.090, effect size?=?0.55–0.73), but no differences were observed between the groups (p?=?0.950). For the climbing-specific tests, no differences were observed between the groups (p?=?0.507–1.000), but the HR-FR and LR-HR improved their time in both Dead-hang (p?=?0.004–0.026) and Bent-arm hang (p?<?0.001–0.002). The HR-FR and LR-HR improved their 12RM strength in pull-down (p?≤?0.001), but not the CON group (p?=?0.250). No differences were observed in the CON group in any of the tests (p?=?0.190–0.596) with the exception of improvement in Bent-arm Hang (p?=?0.018). The training groups reduced their climbing sessions during the intervention compared to the CON group (p?=?0.057–0.074). In conclusion, HR-FR and LR-HR training programmes demonstrated an 11% and 12% non-significant improvement in climbing performance despite a 50% reduction in climbing sessions, but improved the results in strength and climbing-specific tests. None of the training intensities was superior compared to the others.  相似文献   

19.
This study aimed to determine which contractile properties measured by tensiomyography (TMG) could better differentiate athletes with high- and low-power values, as well as to analyse the relationship between contractile properties and power production capacity. The contractile properties of the vastus medialis (VM), rectus femoris (RF) and vastus lateralis (VL) of an Olympic women’s Rugby Sevens team (n?=?14) were analysed before a Wingate test in which their peak power output (PPO) was determined. Athletes were then divided into a high-power (HP) and a low-power (LP) group. HP presented an almost certainly higher PPO (9.8?±?0.3 vs. 8.9?±?0.4 W kg?1, ES?=?3.00) than LP, as well as a very likely lower radial displacement (3.39?±?1.16 vs. 5.65?±?1.50?mm, ES?=?1.68) and velocity of deformation (0.08?±?0.02 vs. 0.13?±?0.03 mm ms?1, ES?=?1.87) of the VL. A likely lower time of delay was observed in HP for all analysed muscles (ES?>?0.60). PPO was very largely related to the radial displacement (r?=??0.75, 90% CI?=??0.90 to ?0.44) and velocity of deformation (r?=??0.70, 90% CI?=??0.87 to ?0.34) of the VL. A large correlation was found between PPO and the time of delay of the VL (r?=??0.61, 90% CI?=??0.84 to ?0.22). No correlations were found for the contractile properties of RF or VM. These results highlight the importance of VL contractile properties (but not so much those of RF and VM) for maximal power production and suggest TMG as a practical technique for its evaluation.  相似文献   

20.
The benefits of implicit and explicit motor learning approaches in young adults have been studied extensively, but much less in children. This study investigated the relationship between fundamental motor ability and implicit/explicit learning in children using the errorless learning paradigm. First, the motor ability of 261 children (142 boys, 119 girls) aged 9–12 years (M?=?9.74, SD?=?0.67) was measured. Second, children with motor ability scores in the upper and lower quartile learned a golf-putting skill in either an errorless (implicit) or errorful (explicit) learning condition. Four groups were formed: Errorless High-Ability (n?=?13), Errorless Low-Ability (n?=?11), Errorful High-Ability (n?=?10), and Errorful Low-Ability (n?=?11). Learning consisted of 300 practice trials, while testing included a 50-trial retention test, followed by a 50-trial secondary task transfer test, and another 50-trial retention test. The results showed that for high- and low-ability errorless learners, motor performance was unaffected by the secondary task, as was the case for high-ability errorful learners. Low-ability errorful learners performed worse with a secondary task and were significantly poorer than the corresponding high-ability group. These results suggest that implicit motor learning (errorless) may be beneficial for children with low motor ability. The findings also show a trend that children of high motor ability might benefit from learning explicitly (errorful). Further research is recommended to examine the compatibility of implicit and explicit approaches for children of different abilities.  相似文献   

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