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1.
Integrating physical activity (PA) within a school curriculum is a promising approach for increasing PA in children. To date, no research has examined its effectiveness in increasing the low levels of PA witnessed in deprived South Asian (SA) children. The study aims to ascertain whether an integrated school-based curriculum and pedometer intervention could increase PA in children from deprived SA backgrounds. Following ethical approval and informed consent, 134 deprived SA children (63 boys, 71 girls, control (n?=?40, mean age?=?11.12 years, SD?=?0.32 years) and intervention (n?=?94, mean age?=?9.48 years, SD?=?0.62 years)) from a primary school in England, UK, completed a 6-week integrated PA intervention based on virtually walking from their school (middle of the country) to the coast and back (March–July 2013). Habitual PA was determined at baseline and post 6 weeks intervention for both groups, and determined weekly during the intervention in the experimental group. The results indicated that average daily steps were significantly higher at post 6 weeks compared to baseline for the intervention group (intervention mean change?=?8694 steps/day, SD?=?7428 steps/day vs. control mean change?=??1121 steps/day, SD?=?5592 steps/day, 95% CI of difference, 6726–7428 steps/day, P?=?.001, d?=?1.76). In addition, significant decreases in BF% and waist circumference were observed in the intervention group post 6 weeks (mean change for BF%?=??4.5%, mean change for WC?=??1.7?cm, P?=?.001). School-based integrated curriculum and pedometer interventions provide a feasible and effective mechanism for increasing habitual PA in primary school children from deprived SA backgrounds.  相似文献   

2.
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   

3.
Background: Students with disability show an increasing incidence of school failure. Quality teaching and appropriate support may foster high self-efficacy, a predictive factor for successful school outcomes. Physical Education (PE) can provide students with a context in which self-efficacy and participation are promoted leading to improved academic achievement. The transition into secondary school can be challenging for many students with increased educational demands, developmental changes and individual social identification coinciding. A disability may add to the challenge of success.

Methods: Three groups of students, aged 13 years and enrolled in Swedish mainstream schools were targeted (n?=?439). Groups included students with 1. A diagnosed disability, 2. Low grades in PE (D–F) and 3. High grades (A–C) in PE. Questionnaires were collected and analyzed from 30/439 students with a diagnosed disability (physical, neuro-developmental and intellectual) from 26 classes, their classmates and their PE-teachers (n?=?25). Relationships between student self-reports and PE-teachers’ self-ratings were investigated. Also examined was the potential to which students’ functional skills could predict elevated general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. Results were compared with the total sample and between the three target groups (n?=?121).

Results: For students with disabilities, better self-rated teaching skills were related to lower student perceived general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. The impact of classroom climate in PE was more obvious among students with disabilities. Perceived functional skills were associated with elevated general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. Better socio-cognitive functional skills had an overall positive effect on all outcomes. Students with disabilities reported results similar to the total sample, the D–F group scored lower and the A–C group higher than the total sample and the disability group. Elevated self-efficacy in PE is six times less probable in students with disabilities, compared to the A–C group.

Conclusions: Our findings that better teacher planning and grading skills, are detrimental to students disadvantaged by disability is contradictive. Improving the establishment and communication of adapted learning standards at the transition to secondary school is a crucial and a predictive factor for promoting positive school experiences for students with disability. Students with disabilities need to be assured that the intended learning outcomes can be reached by doing activities differently than their typically functioning peers. Consideration of class composition is suggested as a means of promoting a positive learning climate, which would particularly benefit students with disabilities. Allocation of resources to support student socio-cognitive skills would improve experiences for the D–F group and likely promote a positive learning environment.  相似文献   

4.
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   

5.
The aim of this study was to compare the effects of two different intensity distribution training programmes (polarized (POL) and threshold (THR)) on aerobic performance, strength and body composition variables in ultra-endurance runners. Twenty recreationally trained athletes were allocated to POL (n?=?11; age: 40.6?±?9.7 years; height: 175.4?±?7?cm; weight: 73.5?±?10.8?kg; fat mass 18.4?±?6.0%; VO2max: 55.8?±?4.9?ml/kg/min) or THR group (n?=?9; age: 36.8?±?9.2 years; height: 178.5?±?4.2?cm; weight: 75.5?±?10.4?kg; fat mass 14.9?±?5.3%; VO2max: 57.1?±?5.2?ml/kg/min) and performed the 12 weeks training programme. Both programmes had similar total time and load but a different intensity distribution (POL?=?79.8?±?2.1% in Zone 1; 3.9?±?1.9% in Zone 2; 16.4?±?1.5% in Zone 3; THR?=?67.2?±?4.6% in Zone 1; 33.8?±?4.6% in Zone 2; 0% in Zone 3). Body composition, isokinetic strength and aerobic running performance were measured before and after each programme. Both groups decreased fat mass after training (POL= Δ–11.2%; p?=?.017; ES?=?0.32; THR= Δ–18.8%; p?p?=?0.003; ES?=?0.71) and 12?km/h (Δ–4.5%; p?=?.026; ES?=?0.73) and running time to exhaustion (Δ2.4%; p?=?.011; ES?=?0.33). No changes were observed in strength and no significant differences were observed between the group in any variable. Compared with THR distribution, 12 weeks of POL training efficiently improves aerobic performance in recreational ultra-endurance runners.  相似文献   

6.
Background: Although most adolescents successfully manage the transition between childhood and adulthood, the speed and magnitude of these changes may exceed the coping abilities of a significant number of young people. For vocational students, additional responsibilities arise during the vocational school transition and the need to balance academic and job-related requirements. An expanding body of literature suggests that adolescence is a vulnerable period for the development of psychiatric diseases and as such, the need to develop an adequate coping repertoire is receiving increasing attention globally. The growing awareness of long-term consequences of stress has led governments to instill school-based resilience promotion programs. For instance, the new physical education (PE) curriculum of vocational (vocational education and training (VET)) students in Switzerland addresses stress management, because stress-related diseases at the workplace have become commonplace among young professionals.

Purpose: Our aim was to develop, implement and evaluate a PE-based coping training (EPHECT) for VET students. Therefore, we adapted components of extant field-tested coping training programs and tailored them to the unique needs of VET students. To facilitate the standardization of the program, each teacher received a teaching manual. Moreover, drawing upon experiential learning theory, we introduced the contents of the coping training in PE class through practical, movement-based exercises in PE. Students also received a workbook for use at home.

Participants and research design: In this cluster randomized controlled trial, eight classes from a Swiss vocational school participated (N?=?131, Mage?=?16.22?±?1.12, 35% females). Two trained PE teachers implemented the program with students in the intervention group (IG?=?67) for three months, while students in the other four classes maintained regular PE (CG?=?64) to comprise the control group. To evaluate the coping training, all participants completed several self-report psychological questionnaires (assessing stress, coping and sleep) at baseline and follow-up. IG students completed further questions with regard to intervention fidelity at follow-up.

Data analysis: To evaluate possible effects of the coping training on stress, coping and sleep, a 2?×?2 repeated-measures analysis of variance design was executed with time (pre vs. post) and group (IG vs. CG) as within- and between-subject factors.

Findings: Over time, IG students significantly increased their adaptive coping compared to CG students, while stress and sleep remained relatively stable for both. Regularly completing one’s homework reinforced this effect because it was significantly associated with students’ reflection and compliance.

Conclusion: A complete and accurate implementation of a PE-based coping training can make a positive contribution to the development of adaptive coping skills among adolescents attending vocational schools. This PE-based program allows students to experience their responses to stress directly and offers opportunities to experiment with different coping strategies. Adaptive coping skills are vital for successful stress management and the prevention of stress-related disorders across the work domain and in everyday life.  相似文献   

7.
Background: Motor skill (MS) competence is an important contributing factor for healthy development.

Purpose: The goal was to test the effectiveness of primary school physical education (PE) on MS and physical fitness (PF) development.

Methods: Three classes (n?=?60, aged 9.0?±?0.9) were randomly assigned to three diverse conditions during a school year: two PE lessons/week (PE-2), three PE lessons/week (PE-3), and no PE lessons control group (CG). BMI, skinfolds, PF (9-min run/walk, sit-up, modified pull-ups), gymnastics, soccer, handball, basketball and track-and-field skills were evaluated. Effect sizes (d) were reported as magnitude of change.

Results: Skinfolds significantly increased only in CG (d?=?1.21). PF composite z-scores improved in PE-3 (d?=?0.61), but decreased in PE-2 (d?=?0.57), and had no changes in CG. Statistically significant improvement was verified in gymnastics and handball skills in both experimental groups (gymnastic: d?=?2.95 and d?=?2.61 for PE-3 and PE-2, respectively; handball: d?=?1.87 and d?=?0.57 for PE-3 and PE-2, respectively), and no changes were seen in CG. In soccer, there were improvements only in the PE-3 (d?=?0.55), and in basketball only in PE-2 (d?=?0.46). There were no changes in any group for track-and-field skills.

Conclusions: PE programs can effectively promote PF and MS development.  相似文献   

8.
Abstract

Objective: the main objective was to analyze the effects that an exercise programme based on the Pilates method would have on balance confidence, fear of falling, and postural control among women ≥60 years old. Methods: a total of 110 women (69.15?±?8.94 years) participated in this randomized, controlled trial that took place in Jaén (Spain). The participants were randomly assigned to either a control group (n?=?55), which received no intervention, or to a Pilates group (n?=?55), which carried out an exercise programme based on the Pilates method in 60-minute sessions for 12 weeks. The Falls Efficacy Scale-International and the activity-specific balance confidence scale were respectively used to assess fear of falling and balance confidence in performing activities of daily living. Postural control was evaluated using a stabilometric platform. Results: Regarding balance confidence, the Pilates group showed higher values compared to the control group (77.52?±?18.27 vs 72.35?±?16.39, Cohen’s d?=?0.030). Women in the Pilates group showed lower fear of falling, compared to those of the control group (22.07?±?5.73 vs 27.9?±?6.95, Cohen’s d?=?0.041). Finally, concerning static balance, participants of the Pilates group experienced statistically significant improvements on the velocity and anteroposterior movements of the centre of pressure with eyes open and closed respectively (Cohen’s d?=?0.44 and 0.35 respectively). Conclusion: A 12-week Pilates training programme has beneficial effects on balance confidence, fear of falling and postural stability, in elderly women.  相似文献   

9.
The aim of this cross-sectional study was to explore the possible relationship between (un)healthy behaviour and (over)weight and physical condition in families with young children (4–7 years), in a village (30,000 inhabitants) in the eastern part of the Netherlands, close to Germany. It is one of two pilot studies as a precursor of a cross-border project including six Dutch and six German villages, to counteract physical inactivity and possible future metabolic problems. In total, 459 children of five elementary schools and their parents were included. Parents were requested to fill in a questionnaire on the nutritional, physical, sedentary, and sleeping behaviour of their child. Relevant background characteristics were obtained and lifestyle classifications were made. At school, the children's height and weight (body mass index (BMI)) were measured, as well as their physical condition (two tests) and basic motor abilities (four physical exercise tests). The relationship between the standardized BMI z-scores and physical condition test scores, and nutritional, physical, sedentary and sleeping habits was analysed using independent sample t-test, bivariate correlation analysis and multiple regression analysis. Latent class analysis was used to identify clusters of people based on their nutritional, physical and sleep habits. Of the parents, 376 (82?%) were willing to fill out the questionnaire. High birth weight and a high BMI of the mother and/or father correlated with a higher BMI of the child (ρ?=?0.28, p?<?0.001; ρ?=?0.13, p?=?0.016; and ρ?=?0.23, p?<?0.001, respectively). Daily playing outside, eating small cookies (compared with large cookies) and no sleeping problems (no waking up during the night) were related to low BMI levels (no overweight) [ρ?=???0.14, p?=?0.005; ρ?=???0.12, p?=?.020; t(364)?=?1.81, p?=?0.072 (trend), respectively]. Daily playing outside (frequency and duration) and being a member of a sports club were related to positive scores on the physical condition tests [ρ?=?0.20, p?<?0.001; t(365)?=???2.99, p?=?0.003, respectively]. High levels of television (TV) watching and general sleeping problems were related to a less optimal physical condition [ρ?=???0.09, p?=?0.076 (trend); and ρ?=???0.10, p?=?0.059 (trend), respectively]. A latent class analysis revealed three clusters: 46?% of the sample belonged to the ‘healthy group’ concerning nutrition, sedentary lifestyle and TV/personal computer (PC) use; 17?% to the ‘less healthy’ group and 37?% to a group with nutrition and physical activity habits close to the healthy group, but with low conditional probabilities for the sleeping items. Conducting a pilot study before the start of a binational intervention study gives a blueprint for the final questionnaire, and clues for tailored interventions in the schools, as proposed in the approach of ‘Gesunde Kinder in gesunden Kommunen’ (GKGK). The results of a latent class analysis underscore that interventions should exist of a multi-component strategy, focusing on promoting physical activity, healthy nutrition habits and appropriate sleep.  相似文献   

10.
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11.
Abstract

It is a common requirement in tournament scenarios for athletes to compete multiple times in a relatively short time period, with insufficient recovery time not allowing full restoration of physical performance. This study aimed to develop a greater understanding of the physiological stress experienced by athletes in a tournament scenario, and how a commonly used recovery strategy, cold water immersion (CWI), might influence these markers. Twenty-one trained male games players (age 19?±?2; body mass 78.0?±?8.8?kg) were randomised into a CWI group (n?=?11) or a control group (n?=?10). To simulate a tournament, participants completed the Loughborough Intermittent Shuttle Test (LIST) on three occasions in five days. Recovery was assessed at specific time points using markers of sprint performance, muscle function, muscle soreness and biochemical markers of damage (creatine kinase, CK), inflammation (IL-6 and C-Reactive Protein) and oxidative stress (lipid hydroperoxides and activity of 6 lipid-soluble antioxidants). The simulated tournament was associated with perturbations in some, but not all, markers of physiological stress and recovery. Cold water immersion was associated with improved recovery of sprint speed 24?h after the final LIST (ES?=?0.83?±?0.59; p?=?.034) and attenuated the efflux of CK pre- and post-LIST 3 (p?<?.01). The tournament scenario resulted in an escalation of physiological stress that, in the main, cold water immersion was ineffective at managing. These data suggest that CWI is not harmful, and provides limited benefits in attenuating the deleterious effects experienced during tournament scenarios.  相似文献   

12.
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   

13.
The aim of the present study was to compare the effect of an increasing-distance, interval-training programme and a decreasing-distance, interval-training programme, matched for total distance, on aerobic and anaerobic physiological indices. Forty physical education students were randomly assigned to either the increasing- or decreasing-distance, interval-training group (ITG and DTG), and completed two similar relevant sets of tests before and after six weeks of training. One training programme consisted of increasing-distance interval-training (100–200–300–400–500?m) and the other decreasing-distance interval training (500–400–300–200–100?m). While both training programmes led to a significant improvement in VO2 max (ES?=?0.83–1.25), the improvement in the DTG was significantly greater than in the ITG (14.5?±?3.6 vs. 7.8?±?3.2%, p?<?.05). In addition, while both training programmes led to a significant improvement in all anaerobic indices (ES?=?0.83–1.63), the improvements in peak power (15.7?±?7.8 vs. 8.9?±?4.7), mean power (10.6?±?5.4 vs. 6.8?±?4.4), and fatigue index (18.2?±?10.9 vs. 7.0?±?14.2) were significantly greater in the DTG compared to the ITG (p?<?.05). The main finding of the present study was that beyond the significant positive effects of both training programmes on aerobic and anaerobic fitness, the DTG showed significant superiority over the ITG in improving aerobic and anaerobic performance capabilities. Coaches and athletes should therefore be aware that, in spite of identical total work, an interval-training programme might induce different physiological impacts if the order of intervals is not identical.  相似文献   

14.
Objectives: To investigate the effects that high-velocity, low-load (HVLL) and low-velocity, high-load (LVHL) resistance exercise, performed once or twice-weekly, have on indices of functional performance (primary outcome), maximal strength, and body composition (secondary outcomes) in older adults.

Methods: In a randomised, controlled, multi-armed, parallel design, 54 moderately-highly active, but resistance exercise naïve older adults (aged 60–79 years), attended baseline and post-10-week intervention assessment sessions. Physical and functional assessments were completed, and predicted one-repetition maximums (1-RM) were obtained for eight exercises. Participants were then randomised into one of five conditions: HVLL once-weekly (HVLL1: n?=?11) or twice-weekly (HVLL2: n?=?11), LVHL once-weekly (LVHL1: n?=?10) or twice-weekly (LVHL2: n?=?11), no-exercise control condition (CON: n?=?11). The HVLL conditions completed 3 sets of 14 repetitions at 40% 1-RM and the LVHL conditions, 3 sets of 7 repetitions at 80% 1-RM. In total, 50 participants completed all testing and were included in analyses.

Results: Only LVHL2 improved 30-sec chair stand performance (p?=?.035; g?=?0.89), arm curls (p?=?.011; g?=?1.65) and grip-strength (p?=?.015; g?=?0.34) compared to CON. LVHL2 improved maximal strength compared to CON for 7/8 exercises (p?p?Conclusion: Possibly due to the lower intensity nature of the HVLL conditions, LVHL, twice-weekly was most beneficial for improving functional performance and strength in moderately-highly active older adults. Therefore, we recommend that exercise professionals ensure resistance exercise sessions have sufficient intensity of effort and volume, in order to maximise functional performance and strength gains in older adults.  相似文献   

15.
This study investigated whether male runners improve running performance, running economy, ankle plantar flexor strength, and alter running biomechanics and lower limb bone mineral density when gradually transitioning to using minimalist shoes for 100% of weekly running. The study was a planned follow-up of runners (n?=?50) who transitioned to minimalist or conventional shoes for 35% of weekly structured training in a previous 6-week randomised controlled trial. In that trial, running performance and economy improved more with minimalist shoes than conventional shoes. Runners in each group were instructed to continue running in their allocated shoe during their own preferred training programme for a further 20 weeks while increasing allocated shoe use to 100% of weekly training. At the 20-week follow-up, minimalist shoes did not affect performance (effect size: 0.19; p?=?0.218), running economy (effect size: ≤?0.24; p?≥?0.388), stride rate or length (effect size: ≤?0.12; p?≥?0.550), foot strike (effect size: ≤?0.25; p?≥?0.366), or bone mineral density (effect size: ≤?0.40; p?≥?0.319). Minimalist shoes increased plantar flexor strength more than conventional shoes when runners trained with greater mean weekly training distances (shoe*distance interaction: p?=?0.036). After greater improvements with minimalist shoes during the initial six weeks of a structured training programme, increasing minimalist shoe use from 35% to 100% over 20 weeks, when runners use their own preferred training programme, did not further improve performance, running economy or alter running biomechanics and lower limb bone mineral density. Minimalist shoes improved plantar flexor strength more than conventional shoes in runners with greater weekly training distances.  相似文献   

16.
Abstract

Due to the unique energetic demands of professional young collision sport athletes, accurate assessment of energy balance is required. Consequently, this is the first study to simultaneously investigate the energy intake, expenditure and balance of professional young rugby league players across a pre-season period. The total energy expenditure of six professional young male rugby league players was measured via doubly labelled water over a fourteen-day assessment period. Resting metabolic rate was measured and physical activity level calculated. Dietary intake was reported via Snap-N-Send over a non-consecutive ten-day assessment period, alongside changes in fasted body mass and hydration status. Accordingly, energy balance was inferred. The mean (standard deviation) difference between total energy intake (16.73 (1.32) MJ.day?1) and total energy expenditure (18.36 (3.05) MJ.day?1) measured over the non-consecutive ten-day period was unclear (?1.63 (1.73) MJ.day?1; ES?=?0.91?±?1.28; p?=?0.221). This corresponded in a most likely trivial decrease in body mass (?0.65 (0.78) kg; ES?=?0.04?±?0.03; p?=?0.097). Resting metabolic rate and physical activity level across the fourteen-day pre-season period was 11.20 (2.16) MJ.day?1 and 1.7 (0.2), respectively. For the first time, this study utilises gold standard assessment techniques to elucidate the distinctly large energy expenditures of professional young rugby league players across a pre-season period, emphasising a requirement for equally large energy intakes to achieve targeted body mass and composition adaptations. Accordingly, it is imperative that practitioners regularly assess the energy balance of professional young collision-sport athletes to ensure their unique energetic requirements are achieved.  相似文献   

17.
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18.
This study investigated how learning a passing skill with futsal or soccer task constraints influenced transfer to a new task. Futsal (n?=?24, 13.6?±?1.2 years old, 7.0?±?1.6 years of experience) and soccer (n?=?24, 13.6?±?1.2 years old, 6.8?±?1.2 years of experience) players performed two 5v5?+?goalkeeper modified games – a futsal-like task (small playing area with the futsal ball) and soccer-like task (large playing area with the soccer ball). Participants’ passing accuracy and their orientation of attention were assessed during the two tasks. The futsal group improved their passing accuracy (ES?=?0.75?±?0.61) from the futsal-like to the soccer-like task, and they were more accurate than soccer players (ES?=?2.98?±?2.96). Conversely, the soccer group’s passing accuracy remained stable across the two tasks (ES?=?0.10?±?0.52) and it was similar to the futsal group in the futsal-like task (ES?=?0.58?±?1.93). This indicates a higher magnitude of transfer (and adaptability) from performing passes in a small playing area with short time to act – futsal task constraints – to a larger playing area with longer time – soccer task constraints – than vice-versa. Furthermore, the futsal group showed a higher adaptation of attention orientation to the affordances that emerged with the soccer task constraints, which is suggested to be one of the main mechanisms promoting skill transfer. These results encourage soccer practitioners to introduce futsal task constraints to fast-track players’ ability to functionally adapt perception–action coupling.  相似文献   

19.
This study tests calibration models to re-scale context-specific physical activity (PA) items to accelerometer-derived PA. A total of 195 4th–12th grades children wore an Actigraph monitor and completed the Physical Activity Questionnaire (PAQ) one week later. The relative time spent in moderate-to-vigorous PA (MVPA%) obtained from the Actigraph at recess, PE, lunch, after-school, evening and weekend was matched with a respective item score obtained from the PAQ’s. Item scores from 145 participants were calibrated against objective MVPA% using multiple linear regression with age, and sex as additional predictors. Predicted minutes of MVPA for school, out-of-school and total week were tested in the remaining sample (n = 50) using equivalence testing. The results showed that PAQ β-weights ranged from 0.06 (lunch) to 4.94 (PE) MVPA% (P < 0.05) and models root mean square error ranged from 4.2% (evening) to 20.2% (recess). When applied to an independent sample, differences between PAQ and accelerometer MVPA at school and out-of-school ranged from ?15.6 to +3.8 min and the PAQ was within 10–15% of accelerometer measured activity. This study demonstrated that context-specific items can be calibrated to predict minutes of MVPA in groups of youth during in- and out-of-school periods.  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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