Associations between biological maturation, physical performance, postural control, and mathematical achievement in youth soccer players.

This investigation explored relationships between biological maturation, physical and academic performance in young male soccer players. Thirty-eight players (age: 9.79 ± 1.21 years; body mass index (BMI): 20.4 ± 2.39 kg/m2; body fat: 16.8 ± 2.21%) participated. Measures of anthropometry used for body mass, body fat percentage (%BF), and BMI as well. Postural control, 15 m sprint, squat jumps and counter-movement jumps (SJ, CMJ), and T-half test for change-of-direction (CoD) were parameters of physical performance. The grade point average (GPA) of mathematics determined academic attainment. Moore's equations were used to estimate their maturity status (PHV). Biological maturation was highly correlated with most (not 15 m sprint) physical and academic performance parameters, especially CMJ (r = -0.812) and mathematics (r = -0.781). Academic performance showed the largest relations to the jumping performance (CMJ: r = 0.771; SJ: r = 0.723). In contrast, anthropometric and fatness parameters were not relevantly (r ≥ 0.5) correlated with any other parameters. The largest correlations were calculated for sitting height vs. SJ (r = -0.408), sitting height vs. postural control (r = -0.355), leg length vs. postural control (r = -0.339). As a result, it is essential to take biological maturation inconsideration while assessing the physical and academic achievement of young soccer players. In consequence, soccer coaches and physical education (PE) teachers should be cognizant of the impact of biological maturity on physical and academic performance to assist fair and equal opportunities for achievement in young players.

Comparative Analysis of Physical Activity, Performance-Related Health, and Academic Achievements in 11-to-13-Year-Old Schoolchildren in Qatar.

Age-related differences in physical activity (PA), maturity status (PHV), physical performance (PP), and academic achievement (AA) among schoolchildren in Qatar were examined. Sixty-nine students from a school in Doha were categorized into three equal (n = 23) groups: 11-year-old students (U11; male: n = 14), 12-year-old students (U12: male: n = 7), and 13-year-old students (U13: male: n = 11). The testing process comprised a medicine ball throw, Stork balance test, hand grip strength test, the T-half test (PP), GPA in Arabic, mathematics, science (AA), International Physical Activity Questionnaire Short Form (PA), and Moore's equations (PHV). Relevant age-related differences (p < 0.001) were identified in mathematics, science, the T-half test, maturity, and arm span. Notably, differences between adjacent age groups were evident between U11 and U12, concerning arm span, maturity, mathematics, and science, and between U12 and U13 (the T-half test, mathematics, science). Concerning AP, the performance maxima were calculated for U12 (mathematics, science) and U11 (Arabic). Regarding PP, performance maxima were only observed for U13. Except for the moderate level, the highest levels of PA were detected in U13. Maturity status and anthropometric parameters did not differ significantly between age groups. However, AA demonstrated the most notable age-related differences. Specifically, mathematics showed substantial differences between adjacent age groups.

Differences in Physical Activity, Sedentary Behavior, Health-Related Physical Performance Indices and Academic Achievement: A Comparative Study of Normal-Weight and Obese Children in Qatar.

Background: The relationship between physical activity (PA), health-related physical performance (PP), and academic achievement (AA) plays an important role in childhood. This study examined the differences in PA, sedentary behavior, health-related PP, maturity status, and AA between normal-weight and obese school children in Qatar. Methods: Eighty schoolchildren were recruited (age: 12.1 ± 0.6 years). Based on age-specific BMI percentiles, the children were classified as normal weight (n = 40) or obese (n = 40). Moore's equations were used to estimate their maturity status (PHV). The measurements encompassed anthropometric data as well as PP tests (medicine ball throw, postural stability, handgrip strength). AA was assessed by reviewing school records for grade point average in Mathematics, Science, and Arabic courses. The total amount of time spent participating in PA each week was calculated using the International Physical Activity Questionnaire Short Form. Results: Handgrip strength was the only parameter that showed a relevant group difference (p < 0.001, ηp2 = 0.15; normal weight: 19.7 ± 3.46 N; obese: 21.7 ± 2.80 N). We found only one moderate correlation between PHV and handgrip strength (r = 0.59). Conclusions: The findings suggest that obesity status alone might not serve as a sufficient predictor of AA in school or PA levels.

Exercise improves depression through positive modulation of brain-derived neurotrophic factor (BDNF). A review based on 100 manuscripts over 20 years.

The aim of this review was to explore the relevant neurobiology and the association between peripheral levels of brain-derived neurotrophic factor (BDNF) and acute and short to long-term exercise regimes, as well as its relation to depression and antidepressant treatment. A 20-year literature search was conducted. The screening process resulted in 100 manuscripts. Antidepressants as well as acute exercise, particularly high-intensity, elevates BDNF in healthy humans and clinical populations, as evidenced from aerobic and resistance-based studies. Although exercise is increasingly recognised in the management of depression, acute and short-term exercise studies have failed to establish a relationship between the severity of depression and changes in peripheral BDNF. The latter rapidly returns to baseline, possibly indicating a quick re-uptake by the brain, aiding its neuroplasticity functions. The timescale of administration needed for the antidepressants to stimulate biochemical changes is longer than similar increases with acute exercise.

Teachers' perceptions of teaching physical education using online learning during the COVID-19: A quantitative study in Turkey.

INTRODUCTION: This quantitative study aimed to determine physical education teachers' (PETs) perceptions of online physical education (OLPE) during the COVID-19 pandemic in Turkey. METHODS: An OLPE teaching survey during the COVID-19 was used, comprising PETs' opinions on OLPE teaching as well as the advantages, disadvantages, difficulties, and suggestions for OLPE teaching. RESULTS: A significant difference by gender was identified in the individual approach to student learning, greater student independence, and ongoing monitoring of student results for teachers, parents, and students. In addition, a significant difference was found by gender in the difficulty in implementing the core curriculum content as well as by school type in the lack of proper home equipment, absence of or limited Internet access, and problems with connecting the computer, tablet, or smartphone to the Internet. Moreover, PETs stated that OLPE teaching is not only the best way to transfer basic information, but it also gives them an opportunity to learn digital technology by devoting time for research for self-improvement. However, they stated that students do not perceive OLPE as a lesson, as student participation is lacking. Moreover, there are deficiencies in students' social-emotional development. They also stated that the content of the lessons was insufficient, and they were unable to make the lesson interesting. CONCLUSION: PETs' suggested recommendations included enriching the course content, increasing the lesson time, developing a new curriculum, and creating a platform to access course resources.

Salivary endocrine response following a maximal incremental cycling protocol with local vibration.

The aim of this study was to compare the effects of vibration (Vib versus noVib) during a maximal graded cycling exercise on hormonal response, precisely on cortisol (C) and testosterone (T). Twelve active males (25 ± 5yrs; 181 ± 5cm; 80.7 ± 11.1kg) randomly performed two maximal incremental cycling tests on two separate days and at the same time of the day (09:00). The protocol consisted of incremental steps of 3 min duration performed on a PowerBIKETM that induces vibration cycling. The study was a repeated measures design and participants performed the test with and without vibration. Gas exchange and heart rate (HR) were continuously assessed and blood lactate (Bla) was recorded at the end of each incremental stage. Saliva samples were collected before and immediately after the test, and analysed for (C) and (T). The results show that C and T increased in both cycling conditions; however, the C's magnitude of change was significantly higher by 83% after Vib cycling in comparison to the no Vib (p = 0.014), whereas the T's magnitude of change were not statistically different between trials (p = 0.715). Vibration induced a decrease of the T/C ratio (p = 0.046) but no significant changes were observed following noVib (p = 0.476). As a conclusion, the investigation suggests that adding mechanical vibration to cycling may potentiate a catabolic exercise-induced state, which could have potential clinical implications in rehabilitation and injury treatment. Sport experts should take this message home to carefully plan the recovery process and time during training and competitions.

Vibration Cycling Did Not Affect Energy Demands Compared to Normal Cycling During Maximal Graded Test.

The aim of this study was to compare the physiological responses between a vibration induced cycling step protocol (Vib) and normal cycling (without vibration, no-Vib). Eighteen moderate trained males (age 24.1 ± 4.3 years; weight 76.5 ± 10.5 kg; height 178.0 ± 6.4 cm) have participated in this study. They randomly performed two gradual maximal exercise tests on two separate days using a new bike that automatically induces vibration cycling and the Corival cycle ergometer. The choice of two different bikes was made because of the impossibility to recreate the same power output without altering the cycling cadence on the vibration Bike. Both protocols were matched for power output and cycling cadence incrementations. Oxygen uptake (VO2), carbon dioxide production (VCO2), ventilation (VE), heart rate (HR), blood lactate and rating of perceived exertion (RPE) during each stage were continuously recorded. No statistical differences were founded for all variables when comparing the Vib to no-Vib trials, except a higher ventilation during the vibration trial at submaximal levels. The results of this study do not confirm those of previous studies stated that Vib increased metabolic demands during cycling exercise. Added vibration stimulus to an incremental cycling protocol does not affect physiological parameters.

The effects of inclusion class programmes on physical fitness for children with mental challenges.

OBJECTIVE: The purpose of this study was to compare the effects of inclusion education programmes with special education programmes on physical fitness levels of children with mental challenges. METHODS: Participants were 69 elementary school students with mental challenges. Thirty-four children with a mean age of 12.3 ± 2.4 were included in an inclusion physical education programme with non-disabled peers. In addition, 35 children with a mean age of 12.1 ± 1.8 participated in a special class for children with mental challenges. Balance tests, grip strength and Brockport Physical Fitness Test (BPFT) were used to evaluate the physical fitness levels of children. RESULTS: Results indicated that physical fitness parameters; 20 metre shuttle run, push-up, trunk lift, vertical jump and balance test scores were significantly lower in children in the special class (p < 0.05). There were no significant differences in BMI, calf skinfold thickness, grip strength in dominant hand, sit and reach test and modified Apley test (p > 0.05). CONCLUSION: The physical fitness level was better in children with mental challenges who were participating in an inclusion programme with non-disabled peers. Therefore, it is recommended for children with mental challenges to be part of an inclusion programme with their non-disabled peers.