The Effects of Resistance Training on Sport-Specific Performance of Elite Athletes: A Systematic Review with Meta-Analysis.

This systematic review examines the influence of resistance training (RT) on the performance outcomes of elite athletes. Adhering to PRISMA guidelines, a comprehensive search across PubMed, Scopus, SPORTDiscus, and Web of Science databases was conducted, considering studies up to November 19, 2023. The inclusion criteria were elite athletes involved in high-level competitions. Studies were categorized by the competitive level among elite athletes, athlete's sex, performance outcomes, and a training modality with subgroup analyses based on these factors. Thirty-five studies involving 777 elite athletes were included. The results of the meta-analysis revealed a large and significant overall effect of RT on sport-specific performance (standardized mean difference, SMD = 1.16, 95% CI: 0.65, 1.66), with substantial heterogeneity (I2 = 84%). Subgroup analyses revealed differential effects based on the competitive level, the type of sport-specific outcomes, and sex. National elite athletes showed more pronounced (large SMD) benefits from RT compared to international elite athletes (small SMD). Global outcomes revealed a medium but non-significant (p > 0.05) SMD, while local outcomes showed a large SMD. Notably, female athletes exhibited a large SMD, though not reaching statistical significance (p > 0.05), probably due to limited study participants. No significant (p > 0.05) differences were found between heavy and light load RT. Resistance training is effective in improving sport-specific performance in elite athletes, with its effectiveness modulated by the competitive level, the type of the performance outcome, and athlete's sex. The findings underscore the need for personalized RT regimens and further research, particularly in female elite athletes, as well as advanced RT methods for international elite athletes.

The Effects of Holistic, External, and Internal Attentional Focus Instructions on Power and Kinematics of the Hang Power Snatch in Highly Skilled Weightlifters.

Athletes across various sports seek to enhance their power generation and force production by incorporating weightlifting exercises into their training. Therefore, integrating partial weightlifting movements could be sensible due to their simplified execution. Our research aimed to investigate which of four attentional focus strategies (external, internal, holistic, and neutral) would have the greatest impact on performance in terms of power variables for highly experienced weightlifting athletes in a practical training setting. Twelve highly skilled Olympic weightlifters volunteered for the study. They performed 48 single repetitions of the hang power snatch with each of the four attentional focus strategies. Results of the ANOVA did not reveal a significant main effect for maximum velocity, power measurement and displacement. Despite extensive research demonstrating how attentional focus affects performance differently, even among highly skilled populations, the lack of observed effects in our study underscores the challenges of conducting research in applied settings.

The learning of sprint hurdles: A comparative study on increasing contextual interference and blocked practice schedules.

The contextual interference (CI) approach has proposed that a random order of practice for motor skills is superior in facilitating learning compared to a blocked arrangement of practice trials. Two groups of physical education students learned sprint hurdles, employing either an increasing CI practice schedule (n = 23) or a blocked practice schedule (n = 23). In both the practice schedules, the same exercises were used in a different trial order during each learning session. Eleven practice sessions were conducted over a period of six weeks, with two days of practice per week. Ten and 40 days after the acquisition phase, a retention and transfer test were conducted. The results showed no differences between the two practice schedules during the retention tests. However, students practicing with an increasing CI arrangement performed better on the delayed transfer test compared to students which practiced with a blocked schedule. Specifically, the increasing CI group more effectively (p < 0.05) cleared the hurdles due to a lower take-off step angle and longer step length than the blocked practice group. Although utilizing an increase in CI during the learning phase of sprint hurdling produced more persistent learning effects relative to a traditional blocked practice schedule for adult novice learners, further research is warranted to explore the CI effect across a broader range of sport skills.

The fundamental motor skill proficiency among Polish primary school-aged children: A nationally representative surveillance study.

OBJECTIVES: With the premise that physical education classes should promote physical activity by teaching and learning fundamental motor skills, this study aimed to evaluate the fundamental motor skill proficiency of primary school students and determine the level of achievement of established learning outcomes for fundamental motor skills, as specified in the Polish National Physical Education Curriculum. DESIGN AND METHODS: A cross-sectional design was used for this study. The sample consisted of 2605 children and adolescents enrolled in grades 1-3 (ages 7-9, n = 1165), 4-6 (ages 10-12, n = 837), and 7-8 (ages 13-14, n = 603), including 1353 boys and 1252 girls. The Fundamental Motor Skills in Sport test, a qualitative and process-oriented assessment tool, was used to evaluate fundamental motor skills. The Fundamental Motor Skills in Sport test evaluates the following movement skills: hurdles, jumping rope, forward roll, ball bouncing, ball throwing and catching, and kicking and stopping a ball. RESULTS: The desired level of overall fundamental motor skill proficiency was achieved by only 2 % of students. An elementary level of fundamental motor skill proficiency was demonstrated by an additional 3.5 % of students. Further, the results showed that only 10-30 % of students had achieved mastery or were close to achieving mastery in a given fundamental motor skill. The skill with the lowest level of proficiency was jumping rope, which only 11 % of students had mastered or were near to mastering. CONCLUSIONS: The present study of a large, nationally representative sample of primary school students in Poland indicates that the vast majority (approximately 94 %) of them demonstrated insufficient fundamental motor skill proficiency. This may greatly hinder effective, safe, and healthy participation in lifelong physical activity.

Attentional focus strategies in racket sports: A systematic review.

The body of evidence has shown that the external focus of attention (EF) rather than the internal focus of attention (IF) enhances motor skill learning and performance. Within racket sports which require a high level of motor control, anticipation skills, and mental preparedness, effectively directing attention is essential to elicit improvements in athletic performance. The present review aimed to evaluate the scientific evidence concerning the effects of attentional focus instructions on motor learning and performance in racket sports. We systematically reviewed the literature according to the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) guidelines. The study was registered with the Open Science Framework (osf.io/m4zat). Four electronic databases (Web of Science, Scopus, MEDLINE, and SPORTDiscus) were searched for original research publications. Inclusion criteria were: peer-reviewed journals; healthy and free from injury participants; attentional focus literature specific to the external or internal focus; attentional focus related to motor learning or motor performance; studies included at least one comparator (e.g., different attentional focus group, or control groups with neutral or no specific instruction); publications in which task(s) or skill(s) related to one of the racket sports (tennis, table tennis, badminton, squash, or padel). The initial search yielded 2005 studies. Finally, 9 studies were included in the quantitative analysis. Overall, the results indicated that EF benefits the learning and performance of racket sport skills, compared to IF and over control conditions. The findings suggest that coaches and practitioners should consider the adoption of EF to optimize racket skills performance, particularly in novice or low-skilled athletes.

The fus test: a promising tool for evaluating fundamental motor skills in children and adolescents.

Fundamental motor skills (FMS) are essential for enjoyable, confident and skillful participation in physical activity across the lifespan. Due to the alarming low level of FMS proficiency in children and adolescents worldwide, the development of motor competency is an urgent issue for physical education. The promotion and implementation of a systematic process of teaching and learning FMS should be a physical education priority. Accordingly, effective assessment tools for evaluating FMS should be adopted or developed. Because FMS assessment for both children and adolescents need further effective solutions, the primary aim of this study was to develop the new age-related test of FMS (Fundamental Motor Skills in Sport test, in Polish: Test Fundamentalnych Umiejetnosci Ruchowych w Sporcie, FUS). The secondary aim of this study was to establish validity and inter-rater, intra-rater, test-retest reliabilities and internal consistency of the FUS test. The FUS test involves six sport skill-based tasks: hurdling, jumping rope, forward roll, ball bouncing, throwing and catching a ball, and kicking and stopping a ball. Two hundred sixty-four Polish students in grades 1-3 (7-9 yrs; n = 81), 4-6 (10-12 yrs; n = 89) and 7-8 (13-14 yrs; n = 94), including 139 girls and 125 boys completed the FUS test. The content validity index for all items was notably high. Both inter-rater and intra-rater reliability showed substantial to almost perfect agreement, with observed agreements for FUS skills between 78.5 and 93.1%. Ball bouncing had a moderate correlation with the forward roll and throwing and catching, while other correlations were low or insignificant. ICC values, ranging from 0.95 to 0.97, confirmed excellent test-retest reliability. The results of our study provide evidence that the FUS test is valid, reliable, and feasible to administer in school settings. Therefore, this tool test has the potential to support deliberate practice and improve motor competence by providing a standardized and structured approach to measuring FMS among school-aged children and adolescents.

Internal Validity in Resistance Training Research: A Systematic Review.

Ensuring internal validity is the key procedure when planning the study design. Numerous systematic reviews have demonstrated that considerations for internal validity do not receive adequate attention in the primary research in sport sciences. Therefore, the purpose of this study was to review methodological procedures in current literature where the effects of resistance training on strength, speed, and endurance performance in athletes were analyzed. A computer-based literature searches of SPORTDiscus, Scopus, Medline, and Web of Science was conducted. The internal validity of individual studies was assessed using the PEDro scale. Peer-reviewed studies were accepted only if they met all the following eligibility criteria: (a) healthy male and female athletes between the ages of 18-65 years; (b) training program based on resistance exercises; (c) training program lasted for at least 4 weeks or 12 training sessions, with at least two sessions per week; (d) the study reported maximum strength, speed, or endurance outcomes; and (e) systematic reviews, cohort studies, case-control studies, cross-sectional studies were excluded. Of the 6,516 articles identified, 133 studies were selected for rating by the PEDro scale. Sixty-eight percent of the included studies used random allocation to groups, but only one reported concealed allocation. Baseline data are presented in almost 69% of the studies. Thirty-eight percent of studies demonstrated adequate follow-up of participants. The plan to follow the intention-to-treat or stating that all participants received training intervention or control conditions as allocated were reported in only 1.5% of studies. The procedure of blinding of assessors was also satisfied in only 1.5% of the studies. The current study highlights the gaps in designing and reporting research in the field of strength and conditioning. Randomization, blinding of assessors, reporting of attrition, and intention-to-treat analysis should be more fully addressed to reduce threats to internal validity in primary research.

Influence of Attentional Manipulation on Jumping Performance: A Systematic Review and Meta-Analysis.

Enhancing jumping ability can lead to substantial benefits in sports performance and physical activity. Previous studies indicate that directing an individual's attention externally before the jump is an effective way to improve jumping performance, especially when the standing long jump (SLJ) and vertical jumps (VJs) are performed. To scrutinize reported findings, we systematically reviewed studies that compared the effects of attentional manipulations on jumping performance in adults. Four electronic databases (MEDLINE, Scopus, SPORTSDiscus, and Web of Science) were searched for original research publications. A priori defined inclusion criteria were: (a) participants were healthy adults with a mean age > 18 years, (b) an external (EF) or an internal focus (IF) of attention instruction was used, (c) the study compared an external focus intervention with an internal focus intervention or an external focus with a control (no attentional; CON) intervention or an internal focus intervention with a control intervention, (d) jumping performance was tested, and (e) an immediate effect of focus of attention intervention was evaluated. Of the 380 papers identified, 14 studies were used in 3 part meta-analyses (EF vs. IF, EF vs. CON, and IF vs. CON) that involved 24 comparisons in total. The findings of this analysis revealed that the EF condition displayed superior jumping performance relatively to the IF (p < 0.05) and CON (p < 0.05) conditions. There were no significant (p > 0.05) differences between the IF and CON conditions. These findings suggest that EF instructions should be incorporated into testing procedures when jumping performance is assessed.

The Effects of Assisted and Resisted Plyometric Training Programs on Vertical Jump Performance in Adults: A Systematic Review and Meta-Analysis.

Traditional, assisted and resisted plyometrics are considered to be effective training methods for improving vertical jump performance. The purpose of this systematic review and meta-analysis was to compare effectiveness of traditional, assisted and resisted plyometric methods on vertical jumping ability in adults. Available literature was searched using MEDLINE (via EBSCO), SPORTDiscus (via EBSCO), Scopus and Web of Science databases. The methodological quality of studies was assessed using the PEDro scale. Peer-reviewed studies were accepted only if they met all eligibility criteria: (a) healthy adults mean age > 18 years (b) training program based on plyometric exercises (c) the study reported on vertical jump height for the countermovement jump or drop jump performance. Of the 5092 articles identified, 17 studies were included in the qualitative and quantitative analyses. Both funnel plot analysis and Egger's test (p = 0.04) indicated publication bias for the comparison of resisted plyometrics and control condition. No publication bias was found for the other meta-analyses (p > 0.05). The effects of the traditional and assisted plyometric methods, when compared with the control condition (a non-plyometric condition), on jump height were moderate (SMD = 0.68, 95% CI 0.37 to 0.99, p < 0.0001; SMD = 0.70, 95% CI 0.20 to 1.20, p = 0.006, respectively). The effects of the resisted plyometric methods, when compared with the control condition, on a jump height was small (SMD = 0.48, 95% CI 0.17 to 0.79, p = 0.002). There were no significant differences between the training effects of the assisted and traditional plyometric interventions on jump height (SMD = 0.62, 95% CI -1.66 to 2.91, p = 0.59), nor between the resisted and traditional plyometric training programs (SMD = 0.2, 95% CI -0.19 to 0.23, p = 0.86). Traditional, assisted and resisted plyometric methods are effective training modalities for augmenting vertical jump performance in healthy adults. Resisted and assisted plyometric methods are equally effective as the traditional plyometric method in improving vertical jumping ability in healthy adults.