Influence of the Weekly and Match-play Load on Muscle Injury in Professional Football Players.

The aim of this investigation was to examine the impact of the weekly training load and the match running patterns prior to a muscle injury as potential risk factors of muscle injury in professional football players. Forty male professional football players participated in the investigation. Running distances at different intensities 5 min and 15 min prior to the injury were compared to the same time-points in official matches of the same player with no injury events. Furthermore, the cummulative session rating of perceived exertion (sRPE) and training load of the week prior to the injury were compared to a control week (mean value of training weeks without injury). Nineteen players suffered 31 non-contact muscle injuries during matches. The distance covered at 21-24 km/h (p<0.001; effect size (ES)=0.62) and at>24 km/h (p=0.004; ES=0.51) over the 5-min period prior to the injury was greater than in matches without injury. The cumulative sRPE (p=0.014; ES=1.33) and training volume (p=0.002; ES=2.45) in the week prior to the injury was higher than in a control week. The current data suggest that the combination of a training week with a high load and a short period of high intensity running during the match might increase the risk of muscle injury in professional footballers.

Boosting Student's Motivation through Gamification in Physical Education.

Students are becoming less motivated towards current education. For this reason, teachers are investigating several innovative methodologies to learn how they affect student motivation, such as gamification. The purpose of this study was to analyze the effects of gamification on the motivation of elementary physical education students. A total of 72 elementary school students from two different Spanish elementary schools participated (38 boys and 34 girls), separated into a gamified group (n = 35) and a control group (n = 37). Ten gamification sessions were performed using a technological app called ClassDojo. The gamified proposal was based on both a PBL model and an MDA model. A questionnaire, "Motivation Questionnaire in Physical Education" (CMEF-EP) was used to measure the motivation of the students before and after the intervention. An increase was observed in all the variables for the gamified group: intrinsic motivation (p < 0.001), identified regulation (p < 0.001), introjected regulation (p = 0.001), and external regulation (p = 0.002), except for the amotivation (p = 0.120). No changes were observed in the control group. A significant interaction effect over time was seen only for intrinsic motivation for the gamified group versus the control group (F(1) = 5.263; p = 0.025; η2 = 0.070). The results show the efficacy of gamification to increase the motivation of elementary physical education students. However, it does not decrease amotivation. This will enable the subject to contribute to achieving the United Nations' proposed Sustainable Development Goal 4, which is to 'Improve Quality Education'.