Determining the Relationship between Squat Jump Performance and Knee Angle in Female University Students.

The Squat Jump (SJ) test is widely recognized as a reliable test for assessing lower-limb explosive strength. However, uncertainty persists in the literature regarding the optimal starting positions for maximizing vertical jump performance. This uncertainty is exacerbated by a disproportionate focus on athletes in existing studies, with insufficient consideration being given to non-athletic women. To address this gap, this study investigated the influence of leg starting angle on explosive jump height in a homogeneous sample of non-athletic women. Thirty-two female students enrolled in a Sports Science master's degree program at the University of Salerno participated in the study. Descriptive statistics were employed to summarize data on various variables, and Pearson's correlations were calculated to assess the relationship between knee angle in the starting position and achieved jump height. The study revealed that different starting positions had a noteworthy impact on jump height among the participants. A strong negative correlation (-0.701) was identified between Squat Jump elevation and the knee angle in the starting position. Notably, 62.5% of the subjects opted for a starting knee position of approximately 70 degrees, with all of them consistently achieving a jump height associated with this specific angle. These findings provide valuable insights into the relationship between leg starting angle and explosive jump height in non-athletic women. The observed correlation underscores the significance of the starting position in Squat Jump performance. The prevalence of a specific knee angle choice among participants suggests potential implications for training and performance optimization in this sample.

Exploring the Influence of Cognitive and Ecological Dynamics Approaches on Countermovement Jumping Enhancement: A Comparative Training Study.

Countermovement jumping (CMJ) and free-arm countermovement jumping (CMJFA) express the explosive-elastic force of the lower limbs. Strategies to enhance performance in both types of jumping can be categorized into cognitive and ecological-dynamic approaches. However, the effectiveness of these approaches in improving CMJ and CMJFA remains incompletely understood. This study aims to investigate the impact of training protocols based on the two approaches to improving CMJ. Thirty-six subjects with an average age of 26 years were selected and divided into two groups: the ecological-dynamic group (EDG) and the cognitive group (CG). For 12 weeks, both groups followed separate protocols of three weekly one-hour sessions. EDG group followed a protocol focused on circle time. The CG group followed an instructor-led training protocol. Incoming and outgoing flight heights were measured. Pre and post-intervention differences within and between groups were assessed using t-tests for dependent and independent samples, respectively (p ≤ 0.05). CG demonstrated a 12.2% increase in CMJ and a 7.8% improvement in CMJFA, while EDG showed a 10.2% increase in CMJ and 19.5% progress in CMJFA. No statistically significant differences (p > 0.05) were observed between the groups in the improvement of CMJ; statistically significant differences (p < 0.05) were found in the improvement of CMJFA in favor of EDG.

Questionnaire of inclusion in Paralympic dance: validation and pilot study.

Purpose: The aims of this study were to assess the validity and reliability of a structured questionnaire of inclusion for Paralympic dance (PD), the association between the type of athlete about the perception of inclusion in own dance studio, and to describe knowledge and perceptions of inclusion in PD participants. Methods: Thirty-eight Italian PD participants answered a survey and a structured questionnaire of inclusion in PD (QIPD). Results: The internal consistence of the QIPD was acceptable (α = 0.79) albeit one item greater than 1 was excluded, and the test-re-test reliability was moderate to excellent (ICC 0.66-1.00). Most participants with disabilities reported to approach dancesport due to friendship and involvement of dance coach, whereas most participants without disabilities thanks to dance coach (86%). Most participants with disabilities reported to practice PD for pleasure and passion, whereas participants without disabilities because they feel emotion by dancing with a partner with disabilities (83%). A relationship was observed between the type of athlete in the coach's attempt to remove all barriers to participation (X 2 = 4.994). Conclusion: The QIPD is valid and reliable to assess knowledge and perceptions of inclusion in PD. PD participants with and without disability seem to perceive sport inclusion similarly, except for the removal of barriers to participate in PD courses.

Heuristic Learning as a Method for Improving Students' Teamwork Skills in Physical Education.

Transversal skills are the knowledge, skills, and personal qualities that are currently needed to meet the demands of the working world and everyday life. Schools have the task of equipping students with these skills, working not only on disciplinary goals but also on operational-behavioral goals. In 2018, the European Union adopted new recommendations on eight key competencies for lifelong learning and asked schools to implement new methods to develop these recommendations. To be successful, it is necessary to stimulate students' development of these competences, which are also called soft skills, from the earliest years of the school experience. Physical education (PE) is called upon to make its contribution. In Italy, the two teaching methods used during PE classes are prescriptive teaching and heuristic learning. It is not clear which of the two methods is the most effective in improving soft skills, especially the skills involved in teamwork. The objective of this article was to compare the effects of these two teaching methods on students' teamwork skills during PE classes in primary schools. After verifying the normality of the data, a Student's t-test for dependent samples was performed to assess pre-test and post-test differences in each of two groups, while a Student's t-test for independent samples was performed to compare the two groups after 3 months. Heuristic learning proved to be the most effective method for improving teamwork skills. The results may make an important contribution to future teacher training on the most effective teaching methods for developing students' soft skills.

Perceptions and benefits of static and dynamic stretching in dancers: qualitative and quantitative aspects / Percepções e benefícios do alongamento estático e dinâmico em dançarinos: aspectos qualitativos e quantitativos

ABSTRACT The present study investigated the beneficial effects induced on dancers by the two types of stretching protocol: static and dynamic stretching, in order to elevate the aesthetics of the figures and body positions to the highest level. The subjects were 20 young female dancers divided into two groups: Group DS (n=10), which performed dynamic stretching, and Group SS (n=10), a static stretching, both for six months. A survey, with the aim of assessing perceptions about the benefits induced by the type of stretching performed, and a Sit and Reach Test were administered to the dancers to assess both qualitative and quantitative aspects of flexibility. An independent samples t-test was performed to assess the differences in flexibility between DS and SS group before and after six months, and a Fisher's exact test to analyse their perceptions on the benefits induced by two training protocols. Result was statistically significant after six months and four associations were found (P <0.05). Dynamic stretching brought greater benefits both qualitatively and quantitatively. From the results of the study, it was possible to state that dancers in terms of induced benefits and satisfaction with the performance result achieved, preferred dynamic stretching.

RESUMO O presente estudo investigou os efeitos benéficos induzidos em dançarinos pelos dois tipos de protocolo de alongamento:: alongamento estático e dinâmico, a fim de elevar a estética das figuras e posições corporais ao mais alto nível. Os sujeitos foram 20 jovens bailarinas divididas em dois grupos: Grupo DS (n = 10), que realizou alongamento dinâmico, e Grupo SS (n = 10), alongamento estático, ambos por seis meses. Uma pesquisa, com o objetivo de avaliar as percepções sobre os benefícios induzidos pelo tipo de alongamento realizado, e um Teste Sentar e Alcançar, foram administrados às bailarinas para avaliar aspectos qualitativos e quantitativos da flexibilidade. Um teste t de amostras independentes foi realizado para avaliar as diferenças na flexibilidade entre os grupos DS e SS antes e depois de seis meses, e um teste exato de Fisher para analisar suas percepções sobre os benefícios induzidos por dois protocolos de treinamento. O resultado foi estatisticamente significativo após seis meses e quatro associações foram encontradas (P <0,05). O alongamento dinâmico trouxe maiores University of Salerno (UNISA), Fisciano-SA, Italy benefícios tanto qualitativa quanto quantitativamente. A partir dos resultados do estudo, foi possível afirmar que os bailarinos em termos de benefícios induzidos e satisfação com o resultado de desempenho alcançado, preferem o alongamento dinâmico.