Strength and Conditioning (S&C) Practices of Judo Athletes and S&C Coaches: A Survey-Based Investigation.

ABSTRACT: Weldon, A, Cloak, R, Kirk, C, Ruddock, A, Langan-Evans, C, Detanico, D, Loturco, I, and Kons, R. Strength and conditioning (S&C) practices of judo athletes and S&C coaches: A survey-based investigation. J Strength Cond Res 38(4): e160-e173, 2024-The benefits of strength and conditioning (S&C) for improving judo performance and reducing injuries have been widely studied. However, the S&C practices used and perspectives held by those delivering S&C have yet to be elucidated. Therefore, this study investigated the S&C practices and perspectives of judokas and S&C coaches working within judo. Forty-two judokas and 9 S&C coaches completed an online survey comprising 6 sections: (a) written informed consent; (b) background information; (c) education, qualifications, and prescription; (d) views on S&C; (e) exercise selection; and (f) issues and improvements. Frequency analysis was used to report responses to fixed-response questions and thematic analysis for open-ended questions. Results indicated that S&C coaches were primarily responsible for delivering S&C programs (60%), and S&C information was predominantly sourced from S&C coaches (43%). Strength and conditioning was deemed very important for randori (78-88%), overall judo performance (67-79%), and judo fitness (62-78%). Similarly, S&C was considered very important for the development of speed and power (76-89%), strength (71-89%), and injury reduction (69-78%). Novel findings were also observed, such as integrating judo-specific training within S&C practice, which may be partly explained by more S&C coaches holding judo belts (67%) than S&C qualifications (11%). This study supports practitioners delivering S&C in judo by offering a base of information to critique or align with their existing S&C practices and perspectives. Furthermore, our results may help identify potential gaps between methods used, proposed guidelines, and actual practice, facilitating the development of research and education resources tailored to the current climate.

Efeitos de um programa multiprofissional de tratamento da obesidade com treinamento aquático sobre parâmetros bioquímicos, composição corporal e aptidão física em adultos / Efectos de un programa de tratamiento multiprofesional de la obesidad con entrenamiento acuático sobre parámetros bioquímicos, composición corporal y condición física en adultos / Effects of a multiprofessional obesity treatment program with aquatic training on biochemical parameters, body composition and physical fitness in adults

Diante ao preocupante cenário mundial sobre a obesidade e a importância de intervenções multiprofissionais para mudança no estilo de vida da população com obesidade. O Objetivo foi analisar os efeitos de um programa multiprofissional para tratamento da obesidade com treinamento aquático, nos parâmetros bioquímicos, composição corporal e da aptidão física de adultos obesidade severa. O estudo foi conduzido por equipe multiprofissional com profissionais de Educação Física, Nutrição, Psicologia e Medicina, durante 24 semanas, com 16 indivíduos classificados com obesidade severa (IMC > 40 kg/m2). As Intervenções do programa proposto no estudo foram realizadas através treinamento aquático de exercícios aeróbicos associados com a orientação nutricional e psicológica. Foi analisada diminuição significativa no índice de Proteína C Reativa (mg/L) (p=0,0439); no percentual de gordura (%), ao final das 24 semanas do programa de tratamento (p=0,0136), também houve aumento significativo na força de pressão manual (kg) com 16 semanas (p=0,0006) e 24 semanas (p=0,0014). Este estudo apresentou resultados significativos na melhora dos parâmetros bioquímicos, composição corporal e da aptidão física em adultos com obesidade severa, justificando o quanto programas de tratamentos que visam a mudanças nos hábitos alimentares e estilo de vida são de grande importância para a saúde pública.

Ante el preocupante panorama mundial de la obesidad y la importancia de intervenciones multiprofesionales para el cambio en el estilo de vida de la población con obesidad, este estudio tiene como objetivo analizar los efectos de un programa multiprofesional para el tratamiento de la obesidad mediante entrenamiento acuático en parámetros bioquímicos, composición corporal y aptitud física en adultos con obesidad severa. El estudio fue llevado a cabo por un equipo multiprofesional compuesto por profesionales de Educación Física, Nutrición, Psicología y Medicina, durante un período de 24 semanas. Participaron 16 individuos clasificados con obesidad severa (IMC > 40 kg/m2). Las intervenciones del programa propuesto en el estudio incluyeron ejercicios aeróbicos acuáticos junto con orientación nutricional y psicológica. Se evidenció una disminución significativa en el índice de Proteína C Reactiva (mg/L) (p=0.0439); en el porcentaje de grasa (%), al final de las 24 semanas del programa de tratamiento (p=0,0136), también se evidencio un aumento estadísticamente significativo de la fuerza de presión manual (kg) con 16 semanas (p=0,0006) e 24 semanas (p=0,0014). Este estudio presentó resultados significativos en la mejora de los parámetros bioquímicos, composición corporal y aptitud física en adultos con obesidad severa, lo que justifica la importancia de los programas de tratamiento que se centran en los cambios en los hábitos alimentarios y el estilo de vida para la salud pública.

In the context of the concerning global prevalence of obesity and the critical need for multidisciplinary interventions to drive lifestyle changes among individuals with obesity, this study aims to investigate the effects of a comprehensive multidisciplinary program, including aquatic training, on biochemical parameters, body composition, and physical fitness in severely obese adults. Over a period of 24 weeks, a team of diverse professionals in Physical Education, Nutrition, Psychology, and Medicine collaborated on this research. The study enrolled sixteen participants with severe obesity (BMI > 40 kg/m2). The interventions encompassed aquatic aerobic exercises, accompanied by nutritional and psychological guidance. Significant improvements were observed in the C-Reactive Protein index (mg/L) (p=0.0439), with a notable reduction in body fat percentage (%) after the 24-week treatment program (p=0.0136). Additionally, manual pressure force (kg) displayed a statistically significant increase at 16 weeks (p=0.0006) and 24 weeks (p=0.0014). These compelling findings underscore the remarkable progress in biochemical parameters, body composition, and physical fitness among severely obese adults, underscoring the critical importance of treatment programs targeting dietary and lifestyle changes for public health improvement. By adopting a multidisciplinary approach, this study emphasizes the effectiveness of comprehensive interventions in addressing the complex challenges posed by severe obesity. In summary, this research reinforces the significance of implementing multidisciplinary programs to foster lifestyle modifications and provides valuable insights into tackling severe obesity in adult populations. By highlighting the pivotal role of holistic interventions, this study contributes to the ongoing global efforts to combat the escalating obesity epidemic.

Development, explanation, and presentation of the Physical Literacy Interventions Reporting Template (PLIRT).

BACKGROUND: The physical literacy (PL) concept integrates different personal (e.g., physical, cognitive, psychological/affective, social) determinants of physical activity and has received growing attention recently. Although practical efforts increasingly adopt PL as a guiding concept, latest evidence has shown that PL interventions often lack specification of important theoretical foundations and basic delivery information. Therefore, the goal of the present study was to develop an expert-based template that supports researchers and practitioners in planning and reporting PL interventions. METHODS: The development process was informed by Moher et al.'s guidance for the development of research reporting guidelines. We composed a group of ten distinguished experts on PL. In two face-to-face meetings, the group first discussed a literature-driven draft of reporting items. In the second stage, the experts anonymously voted and commented on the items in two rounds (each leading to revisions) until consensus was reached. RESULTS: The panel recommended that stakeholders of PL initiatives should tightly interlock interventional aspects with PL theory while ensuring consistency throughout all stages of intervention development. The Physical Literacy Interventions Reporting Template (PLIRT) encompasses a total of 14 items (two additional items for mixed-methods studies) in six different sections: title (one item), background and definition (three items), assessment (one item each for quantitative and qualitative studies), design and content (five items), evaluation (one item plus one item each for quantitative and qualitative studies), discussion and conclusion (two items). CONCLUSION: The PLIRT was designed to facilitate improved transparency and interpretability in reports on PL interventions. The template has the potential to close gaps between theory and practice, thereby contributing to more holistic interventions for the fields of physical education, sport, and health.

A disciplina psicologia do esporte nos cursos de psicologia e educação física / Sports psychology in psychology and physical education courses / La materia psicología del deporte en los cursos de psicología y educación física

Este discute a representatividade da disciplina Psicologia do Esporte nos cursos de Psicologia e Educação Física em instituições de ensino superior reconhecidas pelo MEC e situadas na região Sul do país. Foi realizado um estudo documental, com base nos currículos das Instituições. Os resultados revelaram que no Sul do Brasil 21,02% dos cursos de Psicologia, 41,96% dos cursos de bacharelado em Educação Física e apenas 14,83% dos cursos de licenciatura em Educação Física apresentam a disciplina Psicologia do Esporte em sua grade curricular. Observou-se que a disciplina é ofertada mais frequentemente em regime obrigatório nos cursos de bacharelado em Educação Física. Nos cursos de Psicologia, quando ofertada, costuma ser optativa. Os resultados evidenciam uma maior oferta da disciplina para os estudantes de Educação Física, em relação aos de Psicologia, o que pode estar relacionado ao próprio contexto de surgimento da disciplina e sua popularização no meio acadêmico. Para que esse panorama possa mudar e se possa oferecer uma formação adequada no curso de Psicologia para fomentar essa opção de carreira, há necessidade de se repensar o currículo e o próprio perfil do egresso, de forma a dar mais oportunidade aos estudantes para que conheçam as bases teóricas e os campos de aplicação da Psicologia do Esporte. Tal lacuna pode acarretar a fragilização da disseminação desse conhecimento aos estudantes de graduação e a consequente ocupação do mercado de trabalho.(AU)

This study discusses the representativeness of Sports Psychology in Psychology and Physical Education courses at higher education institutions from Southern Brazil. A documentary study was conducted based on the institutions' curricula. Results show that 21.02% of the Psychology major, 41.96% of the bachelor's in Physical Education, and only 14.83% of the license in Physical Education offer Sports Psychology in their curricula. Sports Psychology is most often offered as a compulsory subject in the bachelor's program in Physical Education, whereas Psychology courses offer it mainly as an elective. Physical Education students have greater contact with the discipline when compared with Psychology students, which may be explained by its context of development and popularization in the academic environment. To change this scenario and offer adequate education in the Psychology programs to foster this career option, institutions must rethink their curriculum and the graduate profile itself. This would give students better opportunity to get to know its theoretical bases and fields of application. Such a gap can hinder the dissemination of this knowledge to undergraduate students and the consequent labor market occupation.(AU)

El objetivo de este estudio es discutir la representatividad de la materia Psicología del Deporte en los cursos de Psicología y Educación Física en instituciones de educación superior de la región Sur de Brasil, reconocidas por el Ministerio de Educación (MEC). Se realizó un estudio documental, basado en los planes de estudio de las instituciones. Los resultados revelaron que, en el Sur de Brasil, el 21,02% de los cursos de Psicología, el 41,96% de los cursos de licenciatura en Educación Física y sólo el 14,83% de los cursos de profesorado en Educación tienen la materia Psicología del Deporte en sus planes de estudio. Se observó que la materia Psicología del Deporte se ofrece con mayor frecuencia como asignatura obligatoria en los cursos de licenciatura en Educación Física. Cuando se ofrece en los cursos de Psicología, es una materia optativa. Los resultados muestran una mayor oferta para los estudiantes de Educación Física en comparación con Psicología, lo que puede estar relacionado con el contexto del surgimiento de la Psicología del Deporte como materia y su popularización en el ámbito académico. Para que este escenario cambie y sea posible ofrecer una formación adecuada en el curso de Psicología con el fin de fomentar esta opción de carrera, es necesario repensar el plan de estudios y el perfil del egresado, así los estudiantes tendrán más oportunidades de conocer sus bases teóricas y sus campos de actuación. Tal brecha puede debilitar la difusión de este conocimiento a los estudiantes de grado y la consecuente ocupación en el mercado laboral.(AU)

Itinerários de combate da federação paraense de luta marajoara / Combat itineraries of the paraense federation of marajoara wrestling

RESUMO O objetivo deste artigo foi analisar os primeiros passos da recém-criada Federação Paraense de Luta Marajoara (FPLM), e compreender quais os possíveis impactos de sua governança na escolarização e esportivização desta luta. Nesta pesquisa, de cunho qualitativo, a técnica utilizada para a reunião dos dados foi a entrevista não diretiva. Os participantes da pesquisa foram dois membros da FPLM. Constatou-se que a FPLM como instituição autoreguladora estrutura suas propostas de escolarização e esportivização em um contexto de governança esportiva centralizada, estabelecendo-se como detentora de um monopólio sobre a Luta Marajoara ao idealizar intenções voltadas ao impulsionamento local e regional dessa luta brasileira. Contudo, a pesquisa conclui que o longo caminho de "combate" da FPLM se dará entre sua concepção prática autoreguladora em contraste ao sentido crítico e democrático para o reconhecimento da Luta Marajoara.

ABSTRACT The aim of this article was to analyse the first steps of the recently created Paraense Federation of Marajoara Wrestling (FPLM), and to understand the possible impacts of its governance on the schooling and sportivization of this practice. In this qualitative research, the technique used to gather the data was a non-directive interview. The research participants were two members of the FPLM. It was found that the FPLM as a self-regulating institution structures its proposals for schooling and sportivization in a context of centralized sports governance, establishing itself as the holder of a monopoly on the Marajoara Wrestling by idealizing intentions aimed at the local and regional boost of this Brazilian wrestling. However, the research concludes that the FPLM's long "combat itineraries" will take place between its self-regulating practical conception in contrast to the critical and democratic sense for the recognition of the Marajoara Wrestling.

Processos de reflexividade dos psicólogos do esporte e coaches: um estudo fenomenológico / Reflexivity processes of sport psychologists and coaches: a phenomenological study / Procesos de reflexividad de psicólogos del deporte y coaches: un estudio fenomenológico

O objetivo desta pesquisa é identificar e compreender fenomenologicamente, por meio de relato de Psicólogos de Esporte (PE) e de Coaches, em sua vivência prática, como ocorrem os processos reflexivos em sua atuação, conforme apreendidos a partir de relatos de experiências. O método de investigação escolhido foi a fenomenologia, pois oferece os recursos necessários para tal mergulho junto à experiência reflexiva. A amostra intencional foi delineada por PE e Coaches (profissionais de Educação Física que recorrem ao Coaching) em atividade em esportes de alto rendimento, que tenham atuado ou estejam atuando em modalidades esportivas coletivas e/ou individuais. Realizaram-se nove entrevistas (cinco com PE, quatro com Coaches). O acesso ao objeto desse estudo se deu por meio de entrevistas em profundidade e semiestruturadas, orientadas pela escuta suspensiva. As questões disparadoras foram formuladas com base no Procedimento Estruturado de Reflexão adaptado. Para análise das entrevistas, realizou-se uma síntese de cada relato, seguindo-se de cruzamento intencional. Como resultados, percebeu-se que PE e Coaches trazem algumas similaridades no que se refere aos modos de refletir sobre sua prática. No entanto, as experiências que eles fazem desses processos reflexivos é que podem tomar rumos distintos. Os(as) PE amparam-se na regulamentação da profissão e resguardam-se em seus apontamentos, trazendo suas experiências e reflexões sobre os processos vividos. Os(as) Coaches trazem em suas explanações um trabalho coerente, organizado e compatível com o método do Coaching. Problematizar os processos reflexivos desses profissionais permite diferenciar qualitativa e eticamente suas atuações, possibilitando o fomento multiprofissional no esporte.(AU)

The aim of this study consists in phenomenologically identifying and understanding, by the report of Sport Psychologists (SP) and coaches, in their practical experience, how would be the reflexive processes that take place in their performance, as learned from reports of their experiences. The research method chosen was phenomenology, since it offers the necessary resources for such a dive along with the reflective experience. The intentional sample was outlined by SP and coaches (Physical Education professionals who use coaching) active in high performance sports, who have or are working in collective and/or individual sports. Nine interviews were conducted (five with SP, four with coaches). Access to the object of this study took place by in-depth and semi-structured interviews, guided by suspensive listening. The triggering questions were formulated based on the adapted Structured Reflection Procedure. For the analysis of the interviews, a synthesis of each report was carried out, followed by the intentional crossing. As results, it was noticed that SP and coaches bring some similarities regarding the ways of reflecting on their practice. However, their experiences of these reflective processes are that they can take different directions. The SP are based on the regulation of the profession and guard themselves in their notes, bringing their experiences and reflections on the processes experienced. Coaches bring in their explanations a coherent, organized, and compatible work with the coaching method. Problematizing the reflective processes of these professionals allows to differentiate their actuation qualitatively and ethically, making the multiprofessional phenomenon in sport possible.(AU)

El objetivo de este estudio consiste en identificar y comprender fenomenológicamente, a partir de la experiencia práctica de psicólogos del deporte (PD) y coaches, cómo serían los procesos reflexivos que se llevan a cabo en su rendimiento, tal y como se desprende de los informes de experiencias. El método de investigación elegido fue la fenomenología, ya que ofrece los recursos necesarios junto con la experiencia. La muestra intencional fue delineada por PD y coaches (profesionales de la educación física que utilizan el coaching) activos en deportes de alto rendimiento, que tienen o están trabajando en deportes colectivos e/o individuales. Se realizaron nueve entrevistas (cinco con PD, cuatro con coaches). El acceso al objeto de este estudio fue entrevistas en profundidad y semiestructuradas, guiadas por escuchas suspensivas. Las preguntas se formularon desde el procedimiento de reflexión estructurado adaptado. Para el análisis de las entrevistas, se hizo una síntesis de cada informe, seguida del cruce intencional. Como resultados, se notó que los PD y coaches tienen algunas similitudes con respecto a las formas de reflexionar sobre su práctica. Sin embargo, las experiencias que hacen de estos procesos pueden tomar diferentes direcciones. Los(las) PD se basan en la regulación de la profesión y se protegen en sus notas, aportando sus experiencias y reflexiones sobre los procesos vividos. Los(las) coaches plantean en sus explicaciones un trabajo coherente, organizado y compatible con el método de Coaching. Problematizar los procesos reflexivos de estos profesionales permite diferenciar sus acciones de manera cualitativa y ética, además de posibilitar la promoción multiprofesional en el deporte.(AU)

Dance sports influence female university students' physical health in ethnic universities / Influência da dança esportiva sobre a saúde física das universitárias em universidades étnicas / Influencia de la danza deportiva en la salud física de las estudiantes en universitarias étnicas

ABSTRACT Introduction Ensuring healthy growth with high cultural quality in the population is an important part of Chinese revitalization. University students, as a group of high cultural quality, have the mission and responsibility entrusted by the state and the people. It is believed that these goals can be achieved by using sports dance, which has a wide range and high demands; dancers should have motor skills, physical qualities, understanding of the art of dress, and psychological balance as basic requirements. Objective To test and evaluate whether sports dance activities in physical education students are conducive to promoting students' healthy physical development. Methods This paper examines the influence of teaching sports dance on the physical health of female college students in Ethnic Colleges and its countermeasures. It also discusses the strategies for teaching sports dance to provide viable suggestions for follow-up dance instruction. Conclusion The combination of sports and femininity in exercise has a good fitness effect, improves the artistic feelings of college women, and is conducive to the healthy development of the physical quality of college women. Level of evidence III; Analysis based on alternatives and limited costs.

RESUMO Introdução Garantir o crescimento saudável com alta qualidade cultural na população é parte importante da revitalização chinesa. Estudantes universitários, como um grupo de alta qualidade cultural, possuem a missão e responsabilidade confiada pelo Estado e pelo povo. Acredita-se que essas metas possam ser alcançadas utilizando a dança esportiva, que tem um vasto leque e altas exigências nesse sentido, os dançarinos devem ter habilidades motoras, qualidades físicas, compreensão na arte de vestuário e equilíbrio psicológico, como requisitos básicos. Objetivo Testar e avaliar se as atividades de dança esportiva nos alunos de educação física são propícias na promoção do desenvolvimento físico saudável dos alunos. Métodos Este artigo analisa a influência do ensino de dança esportiva sobre a saúde física de universitárias em Faculdades Étnicas e suas contramedidas. Também se discute as estratégias de ensino da dança esportiva, a fim de fornecer sugestões viáveis para o ensino de dança de acompanhamento. Conclusão A combinação de esportes e feminilidade no exercício tem um bom efeito de aptidão física, melhora os sentimentos artísticos das universitárias e é propício ao desenvolvimento saudável da qualidade física das Universitárias. Nível de evidência III; Análises baseadas em alternativas e custos limitados.

RESUMEN Introducción Garantizar un crecimiento saludable con una alta calidad cultural en la población es una parte importante de la revitalización de China. Los universitarios, como grupo de alta calidad cultural, tienen la misión y la responsabilidad encomendadas por el Estado y el pueblo. Se cree que estos objetivos pueden alcanzarse mediante el uso de la danza deportiva, que tiene una amplia gama y altas exigencias en este sentido, los bailarines deben tener habilidades motoras, cualidades físicas, la comprensión en el arte de vestir y el equilibrio psicológico como requisitos básicos. Objetivo Comprobar y evaluar si las actividades de danza deportiva en los estudiantes de educación física favorecen el desarrollo físico saludable de los alumnos. Métodos Este trabajo analiza la influencia de la enseñanza de la danza deportiva en la salud física de las estudiantes universitarias de los colegios étnicos y sus contramedidas. También se analizan las estrategias de enseñanza de la danza deportiva con el fin de ofrecer sugerencias viables para el seguimiento de la enseñanza de la danza. Conclusión La combinación de deporte y feminidad en el ejercicio tiene un buen efecto de aptitud física, mejora los sentimientos artísticos de las universitarias y favorece el desarrollo saludable de la calidad física de las universitarias. Nivel de evidencia III; análisis basado en alternativas y costes limitados.

Sustainable Development Competencies among More than 1100 Certified Physical Education and Health Teachers in Sweden.

School physical education and health (PEH) may not only be an important cornerstone to the holistic development of students but may also contribute to the sustainable development (SD) agenda. Although PEH may have unique characteristics that can contribute to the SD agenda, most research to date has been theoretical. The overall aim of this study was to explore the sustainable development competencies among physical education and health (PEH) teachers in Sweden. An online questionnaire was used to collect data about background and SD competencies. SD competencies was collected through the use of the Physical Education Scale for Sustainable Development in Future Teachers (PESD-FT). Of the 1153 participants, 31% reported being males, and 48% of the participants reported teaching PEH when completing the questionnaire. The median SD competencies score for all the participants was 105 (range: 18-144) out of 144. Virtually no differences were observed across the groups of participants. A stronger correlation was observed between SD competencies vs. long-time interests in health and health issues (rs = 0.343) than for long experience of participating in organized sports (rs = 0.173). In the total sample, 26% reported having taught about SD in PEH, such as using outdoor education, interdisciplinary projects, picking, and sorting waste, as well as paying attention to material issues. Among those who reported teaching PEH when completing the questionnaire, 70% perceived that they are in great need of professional development education in the area of SD. In conclusion, SD competencies were higher for the PESD-FT items that concerned the social dimension of SD compared to the economic and environmental dimensions. Relatively few teachers had taught about SD in PEH, and the majority perceive that they are in great need of professional development education in the area of SD. Future studies are required to understand more of what types of competencies practicing PEH teachers, and PEH teacher education programs, are lacking to fulfil the call for a contribution to the SD agenda.

Uncovering the Role of Mindfulness in Autonomous Motivation across Physical Education and Leisure Time: Extending the Trans-Contextual Model.

Mindfulness is assumed to foster the ability to consistently act in line with one's authentic self; a skill which has been found to enhance students' autonomous motivated behavior in the educational context. However, evidence regarding how mindfulness can be integrated into existing conceptual frameworks such as the trans-contextual model is scarce. Therefore, the present study aimed to evaluate the role of mindfulness in students' autonomous motivation in the school and leisure time contexts. Overall, N = 1877 students (M = 14.74 years, SD = 2.63) indicated their self-reported mindfulness, their perceived need for support in physical education, their autonomous motivation during physical education and leisure time, as well as their perceived behavioral control, attitude, subjective norm, and intention toward physical activity. Physical activity was additionally measured physiologically for n = 240 students using accelerometers. Path model analyses revealed that the inclusion of mindfulness substantially improved the trans-contextual model fit. Perceived autonomy support positively predicted mindfulness, which, in turn, predicted autonomous motivation in physical education and leisure time, attitude, subjective norm, and perceived behavioral control. Furthermore, mediation analyses revealed the significant indirect effects of mindfulness on physiological and self-reported physical activity. Based on these results, mindfulness can be considered a key factor in fostering students' motivation to become physically active.

Opening up Neat New Things: Exploring Understandings and Experiences of Social and Emotional Learning and Meaningful Physical Education Utilizing Democratic and Reflective Pedagogies.

When it comes to teaching social and affective outcomes pertaining to health and physical activity within Physical Education (PE) settings, such learning historically has been observed as manifesting itself as hoped-for-by-products rather than intentionally-taught-for curricular outcomes. The purpose of this study was to explore understandings and experiences of Social and Emotional Learning (SEL) and Meaningful Physical Education (MPE) utilizing democratic and reflective pedagogies. A qualitative case study design was implemented in an alternative high school setting in the USA across 10 months. Participants included the Teacher-Researcher (TR), one Physical Education (PE) teacher, a critical friend, two teaching assistants, and 16 ninth-grade alternative high school students aged 14-15 (eight girls/eight boys). Methods involved a TR journal, post-lesson teaching reflections, interviews, and focus groups, with inductive and deductive analysis applied. The following themes were constructed: It really made you think; making movement meaningful; being a better classmate; and doing things differently. Results demonstrate how utilizing democratic and reflective approaches grounded in social constructivist learning theory innovatively promoted SEL and MPE. It allowed students to reflect, interrogate and discuss how movement experiences inside and outside of PE influenced their pursuit of a physically active life. Participants articulated experiencing a more inclusive learning experience that challenged the purpose and subject matter of previous PE and physical activity. Teaching for SEL and MPE using common language and terminology around pre-identified and defined competencies, skills, and features drawn from these conceptual frameworks as demonstrated here, can help contribute to more concrete and uniform learning experiences within and across settings. Doing so led participants to demonstrate more holistic and broader understandings of what constituted participation in PE and physical activity, as well as how to promote and participate in meaningful movement and physical activity within and outside of school to promote healthy living. We call for further embedding of democratic and reflective pedagogies in PE teacher education and professional development that provides teachers and students with the opportunity to do so going forward.

Mobile Terminal Equipment and Methods of Martial Arts Movement Correction in Intelligent Physical Education Environment.

In recent years, the physical quality of middle school students in China has generally declined, which has attracted the attention of the state and the Ministry of education. With the development of Internet technology, China's physical education teaching environment has gradually become intelligent. This article mainly studies the mobile terminal equipment and methods of martial arts movement correction in the intelligent physical education environment. 21 young martial arts athletes were selected as the research objects. In the experiment, functional screening (FMS) was used to test the martial arts athletes, followed by FMS tests and scores. A video camera was used to record the motion test from the subjects' sagittal and frontal planes. Using wireless sensor technology to collect the athletes' motion signals, after the twelfth week, the FMS, SEBT, and the number of successful routines were tested on the two groups of athletes, respectively. The pre-test data and the post-correction data of the two test indicators were compared and analyzed. There is no significant difference. The necessary statistics and integration of the obtained data are carried out by using the calculation methods in sports statistics. The experimental data showed that the average total scores of FMS screening test of Changquan athletes and Taijiquan athletes were 14.71 ± 1.52 and 16.20 ± 1.32, respectively. The results of the research on the mobile terminal equipment and methods of martial arts movement correction in the intelligent sports environment show that the mobile terminal equipment can improve the independent training ability of athletes, and at the same time has a good correction effect on irregular movements.

Individual responsiveness to a school-based karate intervention: An ancillary analysis of a randomized controlled trial.

INTRODUCTION: School-based sport interventions have shown beneficial effects on psychosocial functioning and academic performance in children. However, the inter-individual variability in response to these types of interventions remains unclear. We aimed to determine which children benefit most from a school-based sport intervention. METHODS: This is an ancillary analysis of a randomized controlled trial assessing the effects of a 1-year school-based karate intervention (versus "traditional" physical education lessons) in children (7-8 years) from twenty schools across five European countries. Outcomes included psychosocial functioning (Strengths and Difficulties Questionnaire [SDQ] for parents) and academic performance (grade point average). Only participants of the intervention group were included in the present ancillary analysis, and were categorized as responders or non-responders for the analyzed outcomes attending to whether improvements surpassed a minimal clinically important difference. RESULTS: About 388 children (187 girls) from the intervention group completed the study, of which 17% and 46% were considered responders for SDQ and academic performance, respectively. Responders for the SDQ presented higher SDQ scores (i.e., higher psychosocial difficulties) at baseline than non-responders (p < 0.001). Responders for academic performance were mostly males (p = 0.017), with an older age (p = 0.030), and with worse academic performance (p < 0.001) at baseline compared with non-responders, and tended to present higher SDQ scores (p = 0.055). Responders for one outcome obtained greater benefits from the intervention on the other outcome (e.g., responders for SDQ improved academic performance [p < 0.001] compared with non-responders). CONCLUSIONS: A school-based sport intervention (karate) seems particularly effective for children with psychosocial difficulties and low academic performance.

O Yoga como componente curricular na formação acadêmica e profissional em Educação Física / Yoga as a curricular component in training academic and professional in Physical Education / El yoga como componente curricular en la formación académico y profesional en Educación Física

Trata-se de uma pesquisa documental cujo objetivo foi identificar como o ensino do Yoga vem sendo oportunizado na formação acadêmica e profissional em Educação Física (EF), por meio da análise do Projeto Pedagógico de Curso de Licenciatura e/ou Bacharelado em EF de Universidades Federais (UF) do Brasil. Com base nas técnicas da Análise de Conteúdo, foram categorizadas as ementas de 13 disciplinas, evidenciando a articulação do Yoga com três subáreas: Saúde; Ginástica e Ensino. Conclui-se que a inserção vem ocorrendo em 12 cursos, porém de modo optativo e com distribuição desigual nas UF espalhadas pelo Brasil. Ademais, apesar dos resquícios de aproximação com a Ginástica e com a área da Saúde, a associação do Yoga às questões direcionadas à área da Educação tem sido crescente (AU).

This is a documentary research whose objective was to identify how the Yoga teaching has been provided in academic and professional training in Physical Education (PE), through the analysis of the Pedagogical Project of Licentiate and/or Bachelor's Degree in PE at Federal Universities (FU) from Brazil. Based on Content Analysis, of 13 disciplines was categorized evidencing the articulation of Yoga with three subareas: Health; Gymnastics and Teaching. It is concluded that the insertion has been taking place in 12 courses, but an optional and with unequal distribution in the FU spread Brazil. Furthermore, despite of the approximation remnants with Gymnastics and with the Health area, the association of Yoga to issues directed to the area of Education has been growing (AU).

Esta es una investigación documental, cuyo objetivo fue identificar cómo la enseñanza del Yoga ha sido proporcionada en la formación académica y profesional en Educación Física (EF), a través del análisis del Proyecto Pedagógico de Licenciatura y/o Licenciatura en EF de Universidades Federales (UF) en Brasil. Con base en técnicas de Análisis de Contenido, se categorizó 13 disciplinas mostrando la articulación del Yoga con tres subáreas: salud; gimnasia y docencia. Se concluye que la inserción viene ocurriendo en 12 cursos, pero de forma optativa y con distribución desigual en UF repartidas por Brasil. Además, a pesar de los restos de acercamiento con la gimnasia y el área de la salud, la asociación del Yoga con temas dirigidos al área de la Educación viene creciendo (AU).

Go tani and his influence on the kinesiology field in the brazilian scientific context / Go tani e sua influência no campo da cinesiologia no contexto científico brasileiro

ABSTRACT This study aimed to group some perspectives on Go Tani's epistemological activity in the context of Brazilian Physical Education (PE), establishing his contributions and reflections on Kinesiology for the structuring of undergraduate and graduate Physical Education in Brazil. This is a bibliographical and exploratory study, which prioritized Tani's production on the most varied platforms and the materials that circulated about Kinesiology in national and international literature. Finally, through the theoretical review, it was possible to identify that the PE field is a scenario full of disputes and that even with the transformations of paradigms that infer the legitimate alternatives in the scientific context, the relationships that are established between the different schools of PE thought have erupted in a process of mutual incomprehension that contributes to the circularity of perspectives and the maintenance of beliefs in the field.

RESUMO O presente estudo objetivou agrupar algumas perspectivas sobre a atividade epistemológica de Go Tani no contexto da Educação Física (EF) brasileira, estabelecendo suas contribuições e reflexões a partir da Cinesiologia para a estruturação da graduação e da pós-graduação em Educação Física no Brasil. Trata-se de um estudo bibliográfico e exploratório, o qual priorizou a produção de Tani nas mais variadas plataformas, bem como os materiais que circularam sobre a Cinesiologia na literatura nacional e internacional. Por fim, através da referida revisão teórica, foi possível identificar que o campo da EF é um cenário repleto de disputas e que mesmo com as transformações dos paradigmas que inferem nas alternativas legítimas no contexto científico, as relações que são estabelecidas entre as distintas escolas de pensamento da EF têm eclodido num processo de interincompreensão que contribui com a circularidade de perspectivas e a manutenção de crenças no campo.

La electroestimulación neuromuscular como mecanismo complementario en el entrenamiento deportivo de predominancia anaeróbica / Neuromuscular electro-stimulation as a complementary mechanism in sports training of anaerobic predominance

Introducción: La electroestimulación neuromuscular puede dar un valor agregado a los programas de ejercicio físico de rehabilitación, siempre y cuando se contemplen aspectos como los objetivos propios de cada persona, la tolerancia a la intensidad y las necesidades de recuperación y descanso. Así mismo, puede ser un elemento interesante a agregar en la planificación deportiva con miras a mejorar la recuperación, así como en el aumento del rendimiento físico. Objetivo: El objetivo principal de la presente investigación fue determinar los efectos del ejercicio combinado de electroestimulación neuromuscular y ejercicios de alta intensidad y corta duración en hombres sanos y físicamente activos sobre el índice de fatiga. Metodología: 34 hombres sanos, físicamente activos y estudiantes de educación física (19,4 ± 2,60 años) fueron aleatorizados y organizados en cuatro grupos: G1, programa de electroestimulación neuromuscular; G2, entrenamiento de alta intensidad y corta duración: G3, ejercicio combinado de alta intensidad y corta duración y, electroestimulación neuromuscular; y G4, grupo control. Se aplicó un test de Wingate antes y después del periodo de entrenamiento. Resultados: En el grupo G3 se evidencian aumentos en el rendimiento anaeróbico con diferencias significativas en la potencia promedio relativa al peso (p=0,027), con un aumento de 7,36% y con una disminución de 12,2% en el índice de fatiga (p=0,048). En el grupo G4 se evidencian disminuciones en el rendimiento, evidenciado a través de las diferencias significativas en la potencia media (p=0,030), con una disminución en el rendimiento de 6,32% y una disminución en el rendimiento en la potencia media relativa al peso con diferencia significativa (p=0,010) de 3,92%. Conclusiones: Un programa combinado de electroestimulación neuromuscular y ejercicio intervalico de alta intensidad mejora el rendimiento anaeróbico en la potencia media y relativa al peso, evidenciado a través de un test de Wingate. Así mismo, disminuye el porcentaje de caída del rendimiento anaeróbico, mostrando mejores resultados frente a un entrenamiento de solo ejercicio intervalico de alta intensidad

Introduction: Neuromuscular electrostimulation can add value to rehabilitation physical exercise programs, as long as aspects such as the objectives of each person, tolerance to intensity, and the needs for recovery and rest are considered. Likewise, it can be an interesting element to add in sports planning with a view to improving recovery, as well as increasing physical performance. Objective: The main objective of this research was to determine the effects of combined neuromuscular electrostimulation exercise and high intensity and short duration exercises in healthy and physically active men on the fatigue index. Methodology: 34 healthy, physically active, and physical education male students (19.4 ± 2.60 years) were randomized and organized into four groups: G1, neuromuscular electrostimulation program; G2, high intensity and short duration training; G3, combined exercise of high intensity and short duration, and neuromuscular electrostimulation; and G4, control group, A Wingate test was applied before and after the training period. Results: In the G3 group, there are increases in anaerobic performance with significant differences in the average power relative to weight (p=0.027), with an increase of 7.36%, and a decrease of 12.2% in the fatigue index (p=0.048). In the G4 group there are decreases in performance, evidenced through the significant differences in the average power (p = 0.030), with a decrease in performance of 6.32% and a decrease in the performance in mean power relative to weight with a significant difference (p=0.010) of 3.92%. Conclusions: A combined program of neuromuscular electrostimulation and high-intensity interval exercise improves anaerobic performance in mean power and relative to weight, evidenced through a Wingate test. Likewise, it decreases the percentage of drop in anaerobic performance, showing better results in comparison to training with only high-intensity interval training

Qualitative views of Nigerian school principals and teachers on the barriers and opportunities for promoting students' physical activity behaviours within the school settings.

BACKGROUND: Insufficient physical activity (PA) is a growing public health challenge among Nigerian adolescents. Significant information gap exists on the school-related factors which influence the participation of adolescents in school-based physical activity programmes in Nigeria. This study was conducted to document the qualitative views of school principals and teachers on the barriers and opportunities for promoting the physical activity behaviours of adolescents within the school settings in light of the socio-ecological model. METHODS: This was a qualitative study conducted in 12 public and private schools in two local government areas of Oyo state, Nigeria. Two key sources and data collection methods (i.e key informant interviews and focus group discussions) were used. Six key informant interviews were held with school principals and six focus group discussions with classroom teachers using pre-tested guides. Data was analysed using thematic analysis. RESULTS: Fourteen sub-themes were identified as barriers to PA and linked to different levels of the socio-ecological model. Three themes were categorised as parental factors, three themes as socio-cultural and religious factors while the school-related factors had eight sub-themes. Specifically, the school-related barriers were the declining number of trained physical health education teachers, limited opportunities for continuing education and low prioritisation of physical health education. Other school-related factors such as increasing demand for classroom academic time, negative attitudinal dispositions of other teachers and inadequate funding for schools which hampered the provision of facilities and equipment were identified as factors that limit the effective implementation of policies and programmes for physical activity in schools. Opportunities to promote PA within the school settings during assemblies, breaktime, after-school and inter-house sports competition exist. However, these opportunities are hampered by competing academic time, security threats, fear of causalities to students due to poor supervision after school, poor funding and brawling associated with competitive school-based sporting events. CONCLUSIONS: Factors that contribute to insufficient physical activity among in-school adolescents in the school settings are multi-factorial. Implementation of holistic, multi-component interventions which address the social-cultural and school-level factors and enhance students' opportunities for physical activity in schools are recommended.

A produção científica sobre lutas e a teoria de Norbert Elias: um estado do conhecimento em artigos 2010-2020 / Scientific production on fights and Norbert Elias's theory: a state of knowledge in articles 2010-2020 / Producción científica sobre lucha y la teoría de Norbert Elias: um estado de conocimiento em artículos 2010-2020

O objetivo deste estudo foi analisar a teoria de Norbert Elias nas pesquisas sobre lutas na Educação Física brasileira. O corpus foi composto por nove artigos publicados no período 2010-2020 selecionados em bases de dados. A análise dos textos mostrou que o livro de Elias e Dunning A busca da excitação (1992) foi amplamente citado, assim como a noção de "esportivização" foi frequentemente evocada para interpretar as lutas. A análise de conteúdo indicou cinco categorias: lutas como manifestações da cultura corporal de movimento, processos de transformação, violência, ética/moral e mídia. Ao mesmo tempo em que a teoria de Elias auxilia a interpretar as lutas, é fundamental que o pesquisador observe que há elementos específicos na configuração que devem ser analisados (AU).

The aim of this study was to analyze the theory of Norbert Elias in research on fights in Brazilian Physical Education. The corpus was composed of nine articles published in the period 2010-2020. The analysis of the texts showed that the book of Elias and Dunning The quest for excitement (1992) was widely cited, as well as the notion of "sportization" was frequently evoked to interpret the fights. The content analysis indicated five categories: fights as manifestations of the corporal culture, transformation processes, violence, ethics/morals and media. We believe that, while Elias' theory helps to interpret the fights, it is essential that the researcher observe that there are specific elements in the configuration that support each social reality (AU).

El objetivo de este estudio fue analizar la teoría de Norbert Elias en una investigación sobre las luchas en la Educación Física brasileña. El corpus estuvo compuesto por nueve artículos publicados en el período 2010-2020. El análisis mostró que el libro de Elias y Dunning Deporte y ocio en el proceso de la civilización (1992) fue ampliamente citado, así como la noción de "deportización" fue frecuentemente evocada. El análisis de contenido indicó cinco categorías: luchas como manifestaciones de la cultura corporal, procesos de transformación, violencia, ética/moral y medios. Creemos que, si bien la teoría de Elías ayuda a interpretar las luchas, es fundamental que el investigador observe que existen elementos específicos en la configuración que sustentan cada realidad social (AU)

Ginástica holística na educação física escolar: desenvolvimento de uma proposta / Holistic gymnastics in school physical education: development of a proposal

A Ginástica Holística é um método de Educação Somática criado pela alemã Lily Ehrenfried, mas sistematizado após sua chegada à França em 1933. Este método possui cerca de 800 movimentos padronizados, e dentre suas características singulares, citamos: orientações passadas de forma verbal (sem demonstração); sem número de repetições pré-determinadas; e tempo para a percepção do corpo após cada movimento. As ginásticas com componente de conscientização corporal foram incorporadas há pouco tempo nos principais documentos normativos educacionais no Brasil, e sua aplicação parece ser muito pouco realizada. O objetivo da pesquisa foi avaliar o desenvolvimento de um programa de 10 aulas de Ginástica Holística junto à uma turma de 7º ano do Ensino Fundamental de uma escola pública de Campinas/SP. Esta pesquisa do tipo intervenção pedagógica, com abordagem qualitativa, utilizou observações, entrevistas com a professora de Educação Física e dois gestores, e grupos focais com os/as estudantes para o levantamento dos dados, que foram organizados e analisados por meio da triangulação. Segundo os/as estudantes, havia pouca variação em termos dos conteúdos tratados nas aulas de Educação Física, o que pode ter causado certo estranhamento em relação à proposta, como exemplo, eles/as esperarem padrões de movimento para serem imitados. As aulas permitiram ampla exploração corporal associada a noções de cuidado e saúde, sem perder seu componente lúdico e pedagógico. Além de vivenciar um novo conteúdo, a proposta proporcionou aos/às estudantes uma reflexão sobre os significados culturais dos movimentos, estabelecendo uma relação crítica com eles, bem como incentivou relações mais democráticas, favorecendo o diálogo e a participação na construção das aulas. A Ginástica Holística se mostrou uma proposta adequada para ser desenvolvida, tendo boa aceitação por parte dos/as estudantes e da equipe da escola. (AU)

Holistic Gymnastics is a method of Somatic Education created by the german Lily Ehrenfried but systematized after her arrival in France in 1933. This method has about 800 standardized movements, and among its unique characteristics, we mention: instructions given verbally (without demonstration), without a number of predetermined repetitions and time for the perception of the body after each movement. Gymnastics with a body awareness component were recently incorporated into the main educational normative documents in Brazil, and their application seems to be very little performed. The objective of this research was to evaluate the development of a 10-lesson Holistic Gymnastics program in a 7th grade class of a Public Middle School in Campinas/SP. This pedagogical intervention type research, with a qualitative approach, used observations, interviews with the Physical Education teacher and two school coordinators and focus groups with students to survey the data, which were organized and analyzed through triangulation. According to the students, there was little variation in terms of the content treated in Physical Education classes, which may have caused some estrangement in relation to the proposal, such as, for example, they expected movement patterns to be imitated. The classes allowed wide body exploration associated with notions of selfcare and health, without losing its ludic and pedagogical component. In addition to experiencing new content, the proposal provided students with a reflection on the cultural meanings of the movements, establishing a critical relationship with them, as well as encouraging more democratic relationships, favoring dialogue and participation in the construction of classes. Holistic Gymnastics proved to be a suitable proposal to be developed in school, with good acceptance by students and school staff.(AU)

O conteúdo "lutas" nas aulas de educação física em escolas do Oeste do Paraná / The thematic unit "martial arts" in physical education classes in schools in Western Paraná / Las lucha de contenidos en las clases de educación física en las escuelas del Oeste de Paraná

O objetivo deste artigo foi verificar se os professores de Educação Física desenvolvem o tema "lutas" em suas aulas. Participaram do estudo oito professores de Educação Física de escolas públicas da microrregião oeste do estado do Paraná - Brasil. Foi utilizada uma entrevista semiestruturada e os dados foram tratados segundo a análise do conteúdo. Como resultados, verificamos que os professores desenvolvem o conteúdo "lutas" insuficientemente, utilizam apenas as atividades que dominam, são dependentes de materiais de apoio e, geralmente, ministram aulas teóricas ou realizam visitas com seus alunos às academias e trazem professores convidados. Concluímos que o tema "lutas" é pouco trabalhado em razão da formação inicial insuficiente, bem como necessita-se de uma formação continuada para essa abordagem (AU).

The objective was to verify if physical education teachers develop the theme "fights" in physical education classes. Eight Physical Education teachers from public schools in the western micro-region of the state of Paraná - Brazil participated in the study. A semi-structured interview was used, and the data were treated according to the content analysis. As a result, teachers develop the content " fights " insufficiently, developing only the activities they know, are dependent on support materials and teach theoretical classes or make visits with their students to the academies or bring in invited teachers. We conclude that the theme "fights" is little discussed, due to its insufficient initial training, as well as needing continued training for this thematization (AU).

El objetivo fue verificar si los profesores de educación física desarrollan el tema "luchas" en las clases de educación física. En el estudio participaron ocho profesores de Educación Física de escuelas públicas de la microrregión occidental del estado de Paraná - Brasil. Se utilizó una entrevista semiestructurada y los datos se trataron según el análisis de contenido. Como resultado, los docentes desarrollan los contenidos "luchas" de manera insuficiente, desarrollando solo las actividades que conocen, dependen de materiales de apoyo y generalmente imparten clases teóricas o realizan visitas con sus alumnos a las academias o traen profesores invitados. Concluimos que el tema "luchas" es poco discutido, por su insuficiente formación inicial, además de necesitar formación continua para esta tematización (AU).

Efeitos de um macrociclo de treinamento sobre a aptidão física em atletas de futsal feminino durante uma temporada / Effects of a training macrocycle on the physical fitness in female futsal athletes during a season

O objetivo do presente estudo foi analisar os efeitos de macrociclo de treinamento sobre variáveis de aptidão física em atletas semiprofissionais de futsal feminino. Foram avaliadas quatorze atletas (21,1 ± 4,8 anos) semiprofissionais durante 27 semanas de treinamento, correspondentes a: período pré-competitivo e período competitivo. Foram realizadas avaliações antropométricas (massa corporal, estatura e percentual de gordura corporal), testes de potência de membros inferiores (salto vertical e salto horizontal) e membros superiores (arremesso de medicine ball), de força de membros inferiores (1RM de agachamento e legpress) e de membros superiores (supino) e de velocidade (linear e com troca de direção) antes e após o período pré-competitivo e após a primeira fase do período competitivo. ANOVA para medidas repetidas foi utilizada para comparação das variáveis entre os três momentos de avaliação com post hoc de Bonferroni (α = 0,05). Potência de membros inferiores, velocidade linear e força de membros inferiores e superiores (1RM legpress e supino) apresentaram melhora no desempenho nos três momentos (p < 0,001). Percentual de gordura corporal, potência de membros superiores, força de membros inferiores (1RM agachamento) (p < 0,001) e velocidade com troca de direção (p = 0,002) melhoraram o desempenho do momento pré para o momento pós período pré-competitivo e mantiveram este desempenho no momento pós período competitivo. A massa corporal não apresentou diferença significativa entre os momentos. Conclui-se que, os resultados encontrados indicam que as atletas responderam positivamente quanto às variáveis de aptidão física, comprovando a eficácia do treinamento. Ainda, destaca-se a importância do planejamento dos treinos para o sucesso da equipe. (AU)

The aim of the present study was to analyze the macrocycle training effects on physical fitness variables in semiprofessional female futsal athletes. Fourteen semiprofessional athletes (21.1 ± 4.8 years) were measured during 27 weeks of training, corresponding to: precompetitive period and competitive period. The anthropometric variables (body mass, height and body fat percentage), lower limb (vertical and horizontal jump) and upper limb (medicine ball throw) muscle power, lower limb (1RM squat and legpress) and upper limb (1RM bench press) strength and speed (linear and with change of direction) tests were performed pre and post the pre-competitive period and post the first phase of the competitive period. ANOVA for repeated measures plus Bonferroni post hoc were used to compare the variables between the three evaluation moments (α = 0.05). Performance of the lower limb muscle power, linear speed and lower and upper limbs strength (1RM legpress and bench press) were improved at the three moments (p < 0.001). Body fat percentage, upper limb muscle power, lower limb strength (1RM squat) (p <0.001) and speed with change of direction (p = 0.002) improved the performance from pre to post pre-competitive period moment and kept this performance in the post competitive period. Body mass presented no significant difference between the moments. We concluded that the athletes improved physical fitness variables, proving the effectiveness of the training. Still, it is highlighted the importance of the training planning for the team success. (AU)