Physical Education Sport

Despite an increasing recognition of the existence of a process of coaching, and a resulting increase in research activity, there remains a lack of a clear conceptual base for sports coaching. This situation has left coaching without a clear set of concepts and principles that reflect coaching practice. Purpose: The aim of this paper is to critically examine current conceptualisations of the coaching process, principally in terms of how they have been generated and their contribution to coaching knowledge. By exploring models for (idealistic representations) and of (empirically based) the coaching process, this paper examines the model's nature and conceptual underpinnings, in an attempt to position them within a broader framework of understanding coaching and the coaching process. Conclusions: The analysis suggests that the current set of models result in a representation of the coaching process that is often reduced in complexity and scale, and the essential social and cultural elements of the process are often underplayed. This is particularly illustrated through examining in-situ models of coaching practice, which identify coaching as a complex, interrelated and inter-dependent process that is firmly embedded within specific social and cultural contexts. Contribution of Research: Because of the inherent complexity of the coaching process, it is argued that the contextual purpose, particularities, and subjectivities of coaching must be examined before guidelines of recommended practice can be made.

Background: Large-scale coach education programs have been developed in many countries around the world to help prepare coaches for their important role. Coaches have said that they also learn to coach from experience, starting from when they were young athletes until their current coaching positions. Finally, in the last decade, Internet resources have begun to be promoted as valuable tools for learning. Most of the studies on coaches' development have focused on only one of these three ways of learning how to coach. Purpose: To explore the different learning situations in which youth ice hockey coaches learn to coach. Participants: 35 volunteer youth ice hockey coaches from five minor hockey associations in the province of Ontario, Canada. Data collection: Coaches were interviewed individually using a semi-structured interview guide. The questions asked to coaches were about their learning through formal large-scale coach education programs, their learning experiences outside of these programs starting when they were young athletes until their actual head coaching positions, and their use of the Internet. Data analysis: The first part of the interview consisted of specific questions regarding the number of years coaches had played and/or coached hockey and their level of coaching certification. The answers to these questions were entered directly on a form and entered later into Microsoft Excel to perform descriptive statistical tests. The second part of the interview involved more in-depth questions regarding what learning opportunities contributed to their development as a coach. Finally, questions were asked regarding how they use the Internet in their coaching. The content of this second part of the interview was transcribed verbatim into Microsoft Word rich text format for further data analysis using Nvivo software (Qualitative Solution Research, 2002). Findings: The results revealed seven different learning situations including (a) large-scale coach education programs, (b) coaching clinics/seminars, (c) formal mentoring, (d) books/videotapes, (e) personal experiences related to sport, family, and work, (f) face-to-face interactions with other coaches, and (g) the Internet. Conclusion: Considering that coaches learn to coach through many learning situations, it would be inappropriate to discriminate against any of these situations, since each situation seems to have a unique role in the development of a coach. Therefore, it may be concluded that coach education should include a combination of all seven learning situations, instead of focusing on one. Future research should concentrate on investigating the complementary potential of these situations and what can be done to make each of these situations more appealing to coaches.

Despite an increasing recognition of the existence of a process of coaching, and a resulting increase in research activity, there remains a lack of a clear conceptual base for sports coaching. This situation has left coaching without a clear set of concepts and principles that reflect coaching practice. Purpose: The aim of this paper is to critically examine current conceptualisations of the coaching process, principally in terms of how they have been generated and their contribution to coaching knowledge. By exploring models for (idealistic representations) and of (empirically based) the coaching process, this paper examines the model's nature and conceptual underpinnings, in an attempt to position them within a broader framework of understanding coaching and the coaching process. Conclusions: The analysis suggests that the current set of models result in a representation of the coaching process that is often reduced in complexity and scale, and the essential social and cultural elements of the process are often underplayed. This is particularly illustrated through examining in-situ models of coaching practice, which identify coaching as a complex, interrelated and inter-dependent process that is firmly embedded within specific social and cultural contexts. Contribution of Research: Because of the inherent complexity of the coaching process, it is argued that the contextual purpose, particularities, and subjectivities of coaching must be examined before guidelines of recommended practice can be made.

The aim of this research was to investigate the relation between the psychological well-being and psychological needs of people who participated in recreational dance activities. The sample of the research consisted of 290 adults, aged from 40 to 70 (Μ = 55.6; SD = ± 9.68), who had been taught Greek dances in cultural societies, for an average of 4.5 years (SD = ± 1.2). In order to conduct the study the following instruments were used: a) the Basic Psychological Needs in Exercise Scale (BPNES - Vlachopoulos & Michailidou, 2006), consisted of 12 items grouped into three subscales: Autonomy, Competence and Relatedness, and b) the Subjective Exercise Experiences Scale (SEES - McAuley & Courneya, 1994), adjusted to the Greek population (Mavrovouniotis, Argiriadou & Papaioannou, 2010), with 12 items concerning the subscales Positive Well-being, Psychological Stress and Fatigue. The reliability analysis showed that indicators of internal cohesion of subscales in both instruments were at s...

Background: The argument in this paper is founded on two related premises. First, we claim that the moral imperative of sport is derived not from specific rules or laws associated with it but from its intrinsic nature. As engaging in sporting practices inevitably require us to be pre-occupied with central principles such as fairness (and therefore justice), our encounters with notions of ‘fair play’ and of a ‘level playing field’ provide practical examples of where sport and the moral inherently coexist. Though such encounters are contextualised through particular sporting environments, they nonetheless require sportspersons to acquaint themselves, contemplate and act upon moral principles, and elsewhere challenge and confront those whom they suspect do not. Sport, therefore, provides the context and wherewithal to ‘explore the contours of morally relevant possibilities’ and is why it can be considered a ‘moral laboratory’. The second premise we establish is that the coach plays a central role in influencing the moral terrain within contemporary sports practices. The coaching session, the training field, the changing room, the game, are all environments where children (and older athletes), alongside the presence of the coach, develop and test the moral dimensions of their evolving characters. Purpose: Our argument is that the coach, having a central role in this process, ought to positively influence what is happening, endeavouring to ensure that the moral encounters possible within the coaching context go well rather than badly. Like it or not then, we argue that coaching is to be recognised and conducted as a moral enterprise. Interventions: Drawing on the philosophical principles of virtue ethics we attempt to illuminate and make more explicit what has often been muddy and implicit with regard to the positive moral influence and role of the coach. We do this by identifying three distinct normative questions and suggest some practical implications for coaching practice based on critical reflection. First, we assess what kinds of person a coach should be. Second, we consider how a coach should behave and act. Third, we deliberate on what should be the purpose of coaching. Throughout the article we provide examples to illustrate our arguments. We suggest ways in which change to individual coaching practice and the wider institutional structures in which coaches operate can overcome actual socio-cultural and political barriers that currently prevent a more fruitful sporting environment for all.

Whole-body vibration is a neuromuscular training method and has been suggested as an acute ergogenic aid mode before practice, training and competition activities of athletes. The aim of this study was to investigate the acute effects of a whole-body vibration session on sprint running kinematics and neuromuscular performance in well trained track & field sprinters. 30 sprint athletes participated in this study (age 21.6 ± 4.1 years, height 1.76 ± 5.0 m, body mass 71.2 ± 6.4 kg). Both experimental (with vibration) and control (without vibration) groups performed a single session of whole-body vibration consisted of two dynamic exercises (half squat / lunge) using a body vibration platform (90 s, 50 Ηz, 2 mm). Performance tests (60m sprint, counter movement jump, muscle power and sit & reach test) were performed before and after 6 min the whole-body vibration session. Counter movement jump was reduced after whole-body vibration by 3.9%, whereas all the other analyzed parameters remained unchanged. The results of this study do not support the use of whole-body vibration as an acute ergogenic aid during standardized warm-up in well trained track and field sprinters. . A comparison of the acute physiologic effects of acute whole-body vibration exercise in young and older people. Archives of Physical Medicine and Rehabilitation, 89, 815-821. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates.

Despite an increasing recognition of the existence of a process of coaching, and a resulting increase in research activity, there remains a lack of a clear conceptual base for sports coaching. This situation has left coaching without a clear set of concepts and principles that reflect coaching practice. Purpose: The aim of this paper is to critically examine current conceptualisations of the coaching process, principally in terms of how they have been generated and their contribution to coaching knowledge. By exploring models for (idealistic representations) and of (empirically based) the coaching process, this paper examines the model's nature and conceptual underpinnings, in an attempt to position them within a broader framework of understanding coaching and the coaching process. Conclusions: The analysis suggests that the current set of models result in a representation of the coaching process that is often reduced in complexity and scale, and the essential social and cultural elements of the process are often underplayed. This is particularly illustrated through examining in-situ models of coaching practice, which identify coaching as a complex, interrelated and inter-dependent process that is firmly embedded within specific social and cultural contexts. Contribution of Research: Because of the inherent complexity of the coaching process, it is argued that the contextual purpose, particularities, and subjectivities of coaching must be examined before guidelines of recommended practice can be made.

Despite an increasing recognition of the existence of a process of coaching, and a resulting increase in research activity, there remains a lack of a clear conceptual base for sports coaching. This situation has left coaching without a clear set of concepts and principles that reflect coaching practice. Purpose: The aim of this paper is to critically examine current conceptualisations of the coaching process, principally in terms of how they have been generated and their contribution to coaching knowledge. By exploring models for (idealistic representations) and of (empirically based) the coaching process, this paper examines the model's nature and conceptual underpinnings, in an attempt to position them within a broader framework of understanding coaching and the coaching process. Conclusions: The analysis suggests that the current set of models result in a representation of the coaching process that is often reduced in complexity and scale, and the essential social and cultural elements of the process are often underplayed. This is particularly illustrated through examining in-situ models of coaching practice, which identify coaching as a complex, interrelated and inter-dependent process that is firmly embedded within specific social and cultural contexts. Contribution of Research: Because of the inherent complexity of the coaching process, it is argued that the contextual purpose, particularities, and subjectivities of coaching must be examined before guidelines of recommended practice can be made.

The aim of this study was to investigate the effect of instructional self-talk on acquisition and learning the backstroke of young swimmers and the perceived functions of it. The participants were 46 boys and girls, aged of 10-12 years (M=11.2, SD=.92) and were randomly divided into two groups: the experimental group (instructional self-talk, N=24) in which participants before the execution of skill used aloud specific keywords and the control group (traditional teaching, N=22). The intervention program lasted six weeks (3 sessions of 45΄ per week). Participants of all groups were evaluated with a pre-test before the beginning of the program, a posttest at the end of the intervention and one week after the final test they were evaluated in retention test. Moreover the evaluation of skill involved ten trials of skill, which were recorded by a digital camera and evaluated in five main elements of skill, by two observers, whom intra and inter reliability were checked. The results showed that the participants of instructional self-talk, was more effective for performance and learning the skill than the group that received feedback with traditional teaching. The results revealed also that the participants used the instructional self-talk during practice had high score in focus attention, effort and self-confidence, but lesser in emotional and cognitive control and automaticity. There was also positive correlation between the dimensions (effort, automaticity, cognitive and emotional control, attention and self-confidence) of the questionnaire. The use of instructional self-talk on younger athletes seems to have positive effects on performance and learning improvement during practicing sports skills. Self-talk can be used as a tool in the hands of the coach / physical education teacher for learning and improving sport performance skills and for increasing focus attention and selfconfidence of their athletes.

Balance plays a pivotal role in basketball. Sudden and intense change of direction, commencement and stopping as well as contact among players are combined with the application of technical skills. Passing is a frequent and decisive skill regarding the outcome of the game. The purpose of the present study was to determine the effect of a 12-week balance and proprioception training program on amateur basketball players' passing skills.26 amateur basketball players participated in the study. The experimental group consisted of 13 basketball players 22.69±0.70 years old, while the control group consisted of 13 basketball players 21.61±0.71 years old. Both groups included players of all positions (G, F, C). The equipment used in the program comprised Balance disc, Bosu, Togu and Trampoline. All basketball players underwent a passing assessment test before and after the program. The data were statistically analyzed by one way anova with repeated measures (significance level a=0.05). ...

Background: Past research has revealed the positive impact that interest development can have on achievement outcomes with early-adolescents in physical education (PE). Interest is considered a psychological state of engaging and willingness to reengage in specific content that develops over time; however, little work to date has examined interest development over time using methods that obtain in-depth perspectives of students and intimate knowledge of the context. Purpose: To examine the factors early-adolescent students report to have an impact on the development of individual interest in PE and explore how students view the relationship between individual interest and learning in PE. Participants: A total of eight students from one middle school class in the Midwestern United States were purposefully sampled based on their different levels of individual interest toward PE. There was an even split between males (n = 4) and females (n = 4) and students were mostly Caucasian. The setting consisted of a traditional multi-activity curriculum that stressed large-sided team sports and recreational games. Data collection: Formal and informal interviews, field note observations, and survey data were collected over an 18-week period. Data analysis: Data were analyzed from a naturalistic perspective using inductive analysis and constant comparison. Multiple procedures were used to establish trustworthiness of the data including triangulation, peer debriefing, searches for disconfirming evidence, and an extended period of time in the context as a non-participant observer. Findings: Opportunities to practice and perceived competence were the main factors that students deemed as important ingredients to developing individual interest. Students viewed learning as an integral component for developing individual interest, but suggested that meaningful learning did not often take place during the semester. Characteristics of the curriculum and pedagogy were central to the students’ reports and are discussed further in relation to individual interest. Conclusions: Results from this study build on past interest motivation research in many ways. First, while past studies have identified actual skill as an important component for building individual interest, the students of this study reported that perceived competence is also essential. Furthermore, findings revealed how traditional multi-activity curriculum can create barriers to creating individual interest. Finally, students discussed learning as a crucial element in developing individual interest, but did not view their PE class as an environment where meaningful learning occurred. Moving toward longer and more meaningful curricular units of instruction such as Sport Education could enhance the development of individual interest with early adolescents.

Study aim: To assess direct effects of warm-up consisting of static and dynamic stretching exercises on sprint results attained by students differing in sprint performance. Material and methods: A group of 24 male and 19 female physical education students, including 12 and 9 sprinters, respectively. They performed warm-ups consisting of dynamic stretching exercises and a week later -of static ones. Each warm-up was followed by 20-m sprint from a flying start. Results: Male subjects attained significantly (p<0.001) better results following the dynamic warm-up than following the static one irrespectively of their training status. No such difference was noted for female subjects. Conclusions: Male subjects ought to avoid static stretching exercises prior to speedshaping tasks and use dynamic exercises instead. Further studies are needed in order to formulate recommendations for the female subjects.

Study aim: To evaluate the physical fitness of rock climbers. Material and methods: A group of 21 male and 9 female climbers, mean age 30.5 ± 8.8 years, training on indoor climbing walls and on outdoor rocks participated in the study. Cardio-respiratory fitness was evaluated using the Polar OwnIndex, highly correlated with the ‡O 2 max. Neuromuscular fitness was evaluated by maximum repetition and maximum endurance tests for upper extremities, simulating the holding conditions specifically met by climbers. Results: Male climbers were far stronger than the female ones as evidenced by the average numbers of pull-ups (13.8 and 3.2, respectively; p<0.001) and had higher cardiorespiratory fitness (p<0.05). Moreover, women rated their climbing skills markedly lower than men (4.8 ± 0.9 and 6.3 ± 1.2, respectively). Conclusion: Cardio-respiratory fitness and dynamic strength of upper extremities seem to be the key factors in sport climbing.

Background and Study Aim: Temperament is a set of relatively consistent and stable traits that are related to emotions and formal characteristics of behavior. Temperamental traits are essential in both physical and athletic activities and help predict athletic performance and involvement in physical activity. Although research into temperament of athletes has been previously conducted, little is known about the temperament of physical education students. However, knowledge about temperamental traits can increase efficacy of physical education teaching and sports coaching. This study examines differences in temperamental traits between physical education (PE) and mechanical engineering (ME) students according the regulatory theory of temperament. Materials and Methods: A cross-sectional survey study was conducted at a large university in the south of Poland. The participants were 208 university students who were 19–40 years old (M = 21.27, SD = 2.61), including 83% of males (n = 173)...

Although an increased number of those practising martial arts, there is little information about the physiological responses induced by such physical activities. Therefore, the aim of this study was to examine the effect of an official kickboxing game (three 2-min rounds with a 1-min break between rounds) on handgrip muscle strength (HGS) considering the outcome of the game (winners vs. losers). Thirty-one kickboxers (age 24.5 (6.0) years, weight 74.1 (11.6) kg, height 1.77 (0.08) m and body mass index 23.5 (2.2) kg.m -2 , mean (standard deviation)) were examined for anthropometric characteristics and performed the HGS test using an isometric digital dynamometer (Takei, Tokyo, Japan) before and after a game. Dominant and non-dominant hand HGS was measured and their sum was calculated. Post-game HGS decreased in total (-3.5 kg (-5.6;-1.4), 0.15 (mean (95% CI), effect size), in the dominant hand (-1.9 kg (-2.9;-0.9), 0.16) and in the non-dominant hand (-1.6 kg (-3.3;-0.6), 0.14). The largest decreases were noticed in winners (-4.6 kg (-6.5;-2.7), 0.22; -2.4 kg (-3.5;-1.3), 0.23; -2.2 kg (-3.4;-1.0), 0.21, respectively), while the corresponding findings in losers were not statistically significant (-1.8 kg (-6.4;2.9), 0.07; -1.1 kg (-3.3;1.1), 0.08; -0.7 kg (-3.3;2.0), 0.05, respectively). We also observed different patterns in variability changes; variability increased in losers, while it decreased in winners. In conclusion, a kickboxing game has a negative effect of small size on HGS and this effect is related with the outcome of the game. The findings of this study can be used by coaches and fitness trainers in order to evaluate training load and achieve neuromuscular loads similar to game demands.

The aim of this study was to determine the influence of a system of motor behavior variables on set kata performance as the only criterion variable, and also to create a battery of measuring instruments for diagnostics, evaluation, monitoring and assessment of the kata performance based on their predictive validity. Eighty-two boys training karate, aged 10-14, were tested by using 12 motor variables, and 1 criterion variable. The variables' individual validity was determined by the stepwise regression analysis. The results indicated that the system of basic motor variables had a statistically significant influence at p=.00, with a multiple correlation coefficient of .67 (Ro= .67), and multiple correlation squared of .45, explaining about 45% (Ro 2 = .45) of the variance. Based on the analysis of individual predictive motor behavior variables, the following had the greatest and most significant influence on the criterion variable: 30s sit-ups, the standing broad jump, 20m run, foot tapping, deep forward bend on the bench, and standing triple jump. The stepwise method isolated a reduced system of the same five motor behavior variables. According to these findings, the following battery of measuring instruments for diagnostics, evaluation, monitoring and assessment of the kata performance is recommended: the standing broad jump, standing triple jump, 20m run, 30s sit-ups, and hyperextensions on the bench.

Study aim: To evaluate the physical fitness of rock climbers. Material and methods: A group of 21 male and 9 female climbers, mean age 30.5 ± 8.8 years, training on indoor climbing walls and on outdoor rocks participated in the study. Cardio-respiratory fitness was evaluated using the Polar OwnIndex, highly correlated with the ‡O 2 max. Neuromuscular fitness was evaluated by maximum repetition and maximum endurance tests for upper extremities, simulating the holding conditions specifically met by climbers. Results: Male climbers were far stronger than the female ones as evidenced by the average numbers of pull-ups (13.8 and 3.2, respectively; p<0.001) and had higher cardiorespiratory fitness (p<0.05). Moreover, women rated their climbing skills markedly lower than men (4.8 ± 0.9 and 6.3 ± 1.2, respectively). Conclusion: Cardio-respiratory fitness and dynamic strength of upper extremities seem to be the key factors in sport climbing.

The application of psychological strategies to improve performance in sports has developed significantly over the past few decades. Nowadays, coaches are beginning to realize the significance of psychological factors in enhancing player's performance. However, determining the magnitude of the impact of psychological factors in a soccer game may assist in developing player's capacity to perform. This study aims to determine the role of psychological factors on the performance of elite soccer players. We enrolled elite players competing in the Malaysian Super League with a mean age of ± 25 years. Psychological constructs questionnaire proposed by PSIS-R-5 was administered to the players, and the scores of each player were recorded. We analyzed the performances of the players for eight weeks. A standard multiple regression was performed at p ≤ 0.05 alpha levels with the motivation, confidence, anxiety control, mental preparation, team emphasis, concentration and cognition as (IVs) to predict performance (DV). A Noteworthy regression equation was found (F (7, 12) = 15.109, P < .001) with R² of .90 indicating that the model has approximately accounted for the total of 90% variability. Although correlations were found.57, .14, .88, .71, .65, .76 and .42 respectively between the (IVs) and the (DV), none of the (IVs) is a predictor of the (DV) (P > 0.05). Based on the results of this analysis, it is tempting to conclude that, despite the correlation between psychological factors and performance, psychological factors alone could not determine the performance of elite soccer players.

Study aim: To evaluate the physical fitness of rock climbers. Material and methods: A group of 21 male and 9 female climbers, mean age 30.5 ± 8.8 years, training on indoor climbing walls and on outdoor rocks participated in the study. Cardio-respiratory fitness was evaluated using the Polar OwnIndex, highly correlated with the ‡O 2 max. Neuromuscular fitness was evaluated by maximum repetition and maximum endurance tests for upper extremities, simulating the holding conditions specifically met by climbers. Results: Male climbers were far stronger than the female ones as evidenced by the average numbers of pull-ups (13.8 and 3.2, respectively; p<0.001) and had higher cardiorespiratory fitness (p<0.05). Moreover, women rated their climbing skills markedly lower than men (4.8 ± 0.9 and 6.3 ± 1.2, respectively). Conclusion: Cardio-respiratory fitness and dynamic strength of upper extremities seem to be the key factors in sport climbing.

This study aims to understand the perceptions of youth football players and coaches, about the importance of the efficacy factors on the success of the coach. The translated and adapted version of the Coaching Efficacy Scale (CES) of Feltz et al. (1999), the CESp (Duarte, Garganta and Fonseca, 2012), was applied to a sample of 266 Portuguese football players and 22 coaches, participants on district championships in the Porto Football Association, one of the most representatives of Portugal. Using the CESp, players and coaches assessed the importance assumed by four coach's efficacy factors (i.e., motivation, strategy, technique and character) in coach success. The data analysis showed that: 1) the motivation and character are the most valued factors by players and coaches, with the same rank order; 2) there're significant differences in the importance attributed by the coaches to the motivation and strategy factors and the behaviors they adopt in practice; 3) there're significant differences between the efficacy factors ranking made by different age group players (i.e., Under 15, Under 17 and Under 19); 4) there was a positive and consistent relationship between the players' evaluation of the efficacy factors' importance and their perceptions about the behaviors adopted by their best coaches. It seems that the conclusions of this study can help to improve the coaching process, especially in what concerns to differentiate the emphasis to the efficacy factors across different age groups, for instance, considering the athletes expectations, one of the key variables in the coaches' success.

Impaired postural stability increases the risk of falls. Therefore, the aim of this study was to analyse the lasting effects of a training intervention using a Nintendo Wii system on impaired postural stability in an elderly population. Thirty-two elderly subjects (24 females and 4 males) from two independent living communities were divided into Wii Fit (n = 15, 9 therapy sessions using Wii Fit balance board) and control (n = 13) groups. All participants performed three different stances on force plates, which are considered the gold standard for measuring balance performance. Each stance was measured three times in the following sequence: a natural bipedal stance with eyes open, a bipedal stance with a narrow base, and a natural bipedal stance with eyes closed. One-way analysis of variance (ANOVA) and LSD Fisher&#39;s post hoc tests were used with the level of significance set at 5%. Effect size was determined using ŋ². The results showed a significant difference in the centre of p...

The aim of this study was the assessment and comparison of the setting zone choices by male and female elite setters, in relation to the quality of the defensive actions which were carried out in Complex II (KII) and III (KIII). A three-member group of coaches assessed the actions of male (M) and female (F) setters and defenders from 20 volleyball games (M=10, F=10) of National Teams competing in the final phase of the World League 2017. The assessment was based on a 5-point rating scale and included actions that composed a set of 2 contacts in KII and KIII. The test of independence for the variables ("setting zones", "defense quality") was carried out using Fisher's exact test. Following the overall independence test we tested the difference in proportions between genders for each level of the "setting zone" variable. Results showed that in KII the differences in proportions between genders for each level of the "setting zone" variable were found for zone 4 in favor of the male and zones 2 and 6 in favor of the female players. In KIII and under excellent defensive actions the difference in proportions between genders was found in zones 1 and 6 in favor of the males. In conclusion, under suboptimal and optimal conditions, male setters set the ball to zones 4, 6 and 1 more frequently than females, incorporating them into their offensive strategy, while the latter under good conditions preferred setting to zones 2 and 6.

Study aim: To examine the effects of caffeine supplementation on leukocyte count and muscle damage markers in responses to moderate exercise. Material and methods: A group of 15 male subjects participated in a placebo controlled, double-blind, cross-over experiment consisting of placebo or caffeine (4.5 or 5.5 mg/kg body mass) ingestion and performing a 60-min treadmill exercise at 65% ‡O 2 max. Blood samples were collected before and immediately after exercise for leukocyte counts, and creatine kinase (CK), lactate dehydrogenase (LDH), aspartate (AST) and alanine (ALT) aminotransferase activities. ANOVA and post-hoc Tukey's test were used in data proc essing. Results: Leukocyte count, CK, LDH and, to some extent, AST activities increased in re sponse to exercise but all the studied variables showed no caffeine-induced increases. Conclusion: Caffeine supplementation in the studied range had no effect on immune re sponses or muscle cell integrity.

To determine the day-to-day variability of the lactate-to-rating of perceived exertion (La:RPE) ratio to see if this measure is reliable. Material and methods: Eight moderately trained male endurance athletes (28.6 ± 6.6 years, 76.8 ± 7.3 kg, ‡O 2 peak = 59.0 ± 7.4 mL/kg/min; mean ± SD) cycled for 60 min at about 75% of their ‡O 2 peak for 3 consecutive days (i.e. training micro-cycle), during which the conditions (diet, time of day, other physical activity) were controlled. The RPE and ‡O 2 were measured every 20 min during the 60 min exercise sessions. The ‡O 2 values were then converted to percent of peak and a mean was computed (% ‡O 2 peak). Blood samples were taken immediately post-exercise and assessed for La. Results: The % ‡O 2 peak and La did not significantly differ between sessions; however, a small significant decrease in RPE was observed between sessions (15.6 ± 1.7 and 15.8 ± 1.6, 14.3 ± 1.0, respectively; p<0.05). Nonetheless, the La:RPE ratio did not differ significantly between the 3 sessions. Conclusions: The La:RPE ratio is a stable measure as it did not vary substantially over a 3-day training micro-cycle.

Time and acceptance are criterion often used to measure the legitimacy and worth of an idea. Two decades have passed since the first publications that introduced Teaching Games for Understanding (TGfU) as a means to conceptualize games teaching and learning. For over two decades various professionals have advocated for TGfU as a sound idea, which is built on assumptions about games education. We will outline why we believe that there is cause for celebration for TGfU as an innovation to games learning. Second, we will argue for the need to work toward legitimacy through data-based, not data-free development. Absent from current discourse are efforts to support assumptions about how students learn games while engaged in the TGfU approach. The case for legitimacy will only improve with more data-based development work. Field-based research needs to be an essential part of good development work thus leading us toward researchbased practice. We should consider more programmatic research, which could be grounded in three possible robust theoretical frameworks: (a) achievement goal theory; (b) information processing; and (c) situated learning theory, which could have strong implications for games learning specifically as it relates to TGfU.

Training process construction of the qualified volleyball women players in the preparatory period of two-cycle system of the annual training on the basis of model training tasks / V. Kostiukevych, N. Shchepotina, O. Shynkaruk, I. Kulchytska [et al.] // Journal of Physical Education and Sport (JPES). - 2019. - Vol. 19 (Sup. iss. 2), art 63. - P. 427-435.

Study aim: To assess the engagement of students of Warsaw university schools in sports and in recreational motor activities. Material and methods: A cohort (n = 1100) of students attending B.S. or M.S. courses at 6 university schools in Warsaw were studied by applying questionnaire techniques. The questions pertained to participation in competitive sports and in recreational motor activities throughout the last year. Results: 8% of all students participated in competitive sports, 5% were members of college athletic clubs. Over 90% of students declared practicing leisure motor activities regularly (53%), seasonally (29%) or occasionally (11%). Most differences were related to the study year, 2 nd year students being more active than their 4 th year mates. Conclusions: Higher engagement of 2 nd than of 4 th year students in motor activities may result from obligatory, curricular physical education activities. Academic communities ought to undertake substantial effort towards shaping continuous health-directed habits of students.

The objective of this study was to determine the magnitude of body weight dissatisfaction and body shape dissatisfaction between men and women. Participants were 369 (female: 204; male: 165) undergraduate student of Razi University. Age, height, weight, BMI, marital status, sport activity, economic status, Current and desired body weight and body mass index, Body weight dissatisfaction, Body shape dissatisfaction, Desired shape of parents’ view, Desired shape of opposite sex view, Body weight/size importance and Weight loss attempts data were collected. Chi-squared (χ2) tests were used to examine differences in proportions of categorical variables. Independent samples t-test, Paired t-test, Bonferroni post-hoc test and Multiple linear regression analysis was conducted in current study. There was a significant difference between women and men in BMI, Desired BMI, Body Weight Dissatisfaction and Body Shape Dissatisfaction (p &lt; .001). Also results of the Chi-square analysis revealed...

IntroductionAutism is defined as a developmental disability that impairs a person&#39;s ability to communicate, form relationships, socially interact, and respond appropriately within a given enviromnent (American Psychiatric Association, 2000). The deviating stereotypical and self-stimulating behaviors and the fixations are evident trait of children with autism (Heflin & Aliamo, 2007). In the last twenty years, the prevalence of autism lias grown significantly, 1 in 88 children up to 8 years displays some kind of form of autism. In comparison, the prevalence is higher in boys (1:54) than girls (1:252) (Department of Health and Human Services, 2012). A diagnosis of autism can take place between the second and the third year of life of a child (Kleimnan et al., 2008).Persons with autism usually display low levels of physical fitness (Auxter, Pyfer, & Huettig, 1997), deficits in sensorimotor development (Piek & Dyck, 2004), in gross (Emck, Bosselier, Beek, & Doreleijers, 2009) and fin...

Coaches’ verbal aggressiveness is an influential behavioral trait that influences athletes’ perception and feelings. Similarly, coaches’ leadership behavior affects athletes’ perceptions, feelings and performance. Examining behavioral patterns independent from each other is a descriptive approach. Extracting profiles as combinations of such patterns is expected to be more explanatory and insightful. The aim of the present study was: a) to explore the perceived leadership style and verbal aggressiveness profile of coaches and b) to examine differences in athletes’ satisfaction and achievement goal orientation based on the perceived coaches’ leadership style and verbal aggressiveness profile. The findings of a two-stage cluster analysis supported two profiles of coaches. The first profile depicts coaches exhibiting a low autocratic, high democratic and low verbal aggressive behavior. The second profile includes coaches presenting a high autocratic, low democratic and high verbal aggre...

IntroductionCompetitive karate performance is depending on both, technical aspects, and strength and power abilities (Loturco, Artioli, Kobal, Gil, and Franchini, 2014). According to the rules imposed by the World Karate Federation, athlete&#39;s main goal is to score by touching the opponent; hence high-intensity actions in punching and kicking techniques are required prior to a response from the opponent (Mori, Ohtani, and Imanaka, 2002).During a typical kumite-karate competition, karate players perform sequential matches interspersed with variable time spaces of inactivity, on a single day (World Karate Federation, 2009). A karate fight is comprised of two 3-min high intensity bouts where repeated unilateral dynamic defensive and offensive kinetic patterns such as frontal, lateral and circular kicks take place. As the attainment of maximum performance is a demand in every competition, muscle power output is of great value for karate athletes aiming to improve the efficacy of spec...

Objective: Burnout is a highly intricate psychological parameter (Cresswell & Erklund, 2006a) and it is difficult to gauge within sports setting (Ewing and Seefeldt, 2002) though very limited amount of researches undertaken (Cresswell & Erklund, 2006b, Fraser-Thomas, Côté & Deakin, 2005). In this recent decade, burnout has placed as an important topic in the field of sports psychology and discussed in length about its exploration among the upcoming youth athletes (Brandonn S. Harris, 2005; Cresswell & Erklund, 2006a). Hence the researchers of this study were interested to conduct this present study due to the social circumstances in India and the very limited understanding of burnout among the Indian youth athletes. Methods: To carry out the overarching aim of this study, the investigation emphasis on the comparison of burnout level among the youth ball game players. A sample of total 215 Male athletes participated in this study. All subjects were represented from three sports group...

The current study introduces a psychographic variable, the self-sport brand-me relationship, as a mediator for better understanding of spectator sport consumption on television and the internet. The self-sport brand-me relationship refers to an individuals' perceived self-identification or rejection of a relationship with a sport participation as an affective involvement as a primary expression of oneself. Using a quota and convenience sampling, 546 Taiwanese respondents from players in basketball courses, the audience in an indoor arena, and people who had experience watching basketball, completed self-administered questionnaires. The survey included three sections: age and gender, a scale measuring self-sport relationships (SSR) (8 items), and two modes (watching basketball games on television and the internet) of spectator behavior. The findings support the hypotheses that (1) selfsport brand-me relationships positively associates with watching sports on television and the internet, and (2) plays a mediating role on demographic influences on watching behavior. The variance of watching behavior in basketball is approximately explained by age and gender for 10%, whereas the model that includes the variable of self-sport brand-me relationship increases the explained variance to 34%. Nurturing such self-sport relationships serves to build sport markets by reducing the negative influence of some demographic categories on sport watching behavior. The self-sport relationships between self-images and images of desired sport participation reveal significant image congruence. This congruence recalls the prior experience of arousal in the sport participation and transfers this arousal into spectatorship, thereby increasing interests and experiencing more in watching the sport.

Background. The study of historical and pedagogical sources, as well as issues of formation, strengthening and preserving the health of the child became the object of scientific analysis for many representatives of the pedagogical science for a long time. Scientists of the past tried to substantiate the theoretical and methodological features of preserving the health of the child in a combination of mental development and physical education, emphasized the importance of training young people in accordance with her age, mental, physical abilities and abilities. In these circumstances, the problem of qualitative training of future specialists who are ready for education and formation of a healthy lifestyle, which will ensure the harmonious development of the individual of each child, as well as outline the main approaches to the implementation of healthcare-saving technologies in education, becomes of special urgency. Methods. Regarding the genesis of historical approaches and the ana...

The soccer refereeing is associated to factors that can lead to the emergence of occupational stress and, therefore, the burnout syndrome. The purpose of the present study was to analyze the components of this syndrome in referees working in amateur and professional leagues. Thirty-six referees belonging to the Rio de Janeiro State Football Federation took part in the study, 19 working at the metropolitan professional league of Rio de Janeiro and 17 at the amateur league of the north central region of Rio de Janeiro state. The Burnout Inventory for Referees (BIR) and a socio-demographic questionnaire were used. The results showed that: 1) professional league referees presented higher refereeing time (p = 0.004), while amateur league referees showed higher scores in the sport devaluation dimension (p = 0.011); 2) there was a positive, moderate and significant correlation between the refereeing time and the reduced sense of sports accomplishment in the amateur league (r = 0.50; p = 0....