COVID-19, Psychological Well-being and Physical Activity Levels in Older Adults During the Nationwide Lockdown in Spain.

OBJECTIVE: The novel coronavirus disease (COVID-19) has forced nationwide lockdowns in many countries. As a result, most of the Spanish population had to self-isolate at home. The physical and psychological consequences of this unexpected scenario could be particularly worrisome for people older than 60 years. This study is aimed to examine the psychological well-being of older adults during the home isolation due to the COVID-19 pandemic and to investigate whether meeting the World Health Organization's global recommendations on physical activity (PA) for health is associated with their resilience, affect, and depressive symptoms. DESIGN, SETTING, AND PARTICIPANTS: In this cross-sectional study, a total of 483 citizens whose ages ranged from 60 to 92 years (overall sample: M = 65.49, SD = 5.14) were recruited via a snowball sampling strategy to answer to an online questionnaire. MEASUREMENTS: The four instruments used were The Connor-Davidson CD-RISC resilience scale, The Positive and Negative Affect Schedule, the six-item self-report scale of Depressive Symptoms, and The international Physical Activity Questionnaire. RESULTS: Results showed that older adults who regularly engaged in vigorous (VPA) and moderate-vigorous physical activity (MVPA) during the quarantine reported higher scores in resilience (Locus, Self-efficacy, and Optimism), positive affect, and lower in depressive symptoms. CONCLUSION: These finding are the first quantitative evidence pointing toward a link between engagement in VPA and/or MVPA and resilience, positive affect, and depressive symptoms within the COVID-19 restrictions in Spain. Acknowledging these associations may be important in developing health promotion programs for older people during the remaining period of confinement or future ones.

Effects of Slackline Training on Postural Control, Jump Performance, and Myoelectrical Activity in Female Basketball Players.

The main goal of the study was to assess the effects of slackline training on the postural control system and jump performance of athletes. Twenty-five female basketball players were randomized into 2 groups: control (N = 12) and experimental (N = 13). The latter experienced a 6-week supervised slackline training (3 sessions per week, 5-9 minutes per session). Participants underwent center of pressure (CoP) testing through three 10-second tasks (bipedal, left leg, and right leg support) over firm and compliant surfaces with eyes open. Several CoP parameters were assessed: length, area, length/area, speed, Ymean, Xmean, deltaY, deltaX, RMS (root-mean-squared amplitude of the CoP), RMSY, and RMSX. Surface electromyography recordings were obtained too. Participants were also tested on jump performance, provided perceived exertion (6-20 Borg scale) and local muscle perceived exertion. Center of pressure parameters significantly differed before and after training only in the experimental group and only on the compliant surface (left leg: length, area, speed, deltaY, and deltaX; right leg: length, speed, Ymean, deltaY, and RMSY). Surface electromyography recordings were comparable before and after training in both groups. Performance on a countermovement jump test significantly improved only in the experimental group (effect side was 3.21 and 1.36 [flight time and jump height, respectively], which is described as a large effect). Mechanical power of the legs, as measured through the 30-second maximal performance jump test, did not improve in either group. The slackline training was rated as "somewhat hard" with the quadriceps, soleus, and gastrocnemius being rated as the most engaged muscles. Data indicate that slacklining requires activation of the main lower limb muscles. On conclusion, slacklining may be a valid cross-training tool for female basketball players.

Effects of Epstein's TARGET on adolescents' intentions to be physically active and leisure-time physical activity.

The aim of this study was to examine the effects of Epstein's TARGET strategies on adolescents' intentions to be physically active and leisure-time physical activity (LTPA) levels. A total of 447 secondary education students (193 females and 254 males), range age 12-17 years, were divided in two groups: control (N = 224) and experimental (N = 223). Epstein's TARGET strategies were applied by especially trained teachers only to the experimental group in their physical education (PE) classes during 12 consecutive weeks. Participants' intentions to be physically active and their LTPA levels were assessed prior to the intervention (pre), at the end of it (post-1) and 3 months after the intervention (post-2). Significant increases were observed only in the experimental group in post-1 and post-2 on both variables. PE interventions based on TARGET strategies seem to be effective increasing adolescents' intentions to be physically active, as well as time spent in LTPA. As most adolescents participate in PE, these interventions could lead to substantial public health benefits.

Construction and Assessment of the Physical Activity and Physical Education Importance for Parents Scale.

A recent systematic review reported positive associations between parents and children's physical activity participation. Moreover, parents' perceptions of the importance and value of physical activity can influence their children's participation in it. Our aim in this study was to develop and validate an instrument to assess parents' perceptions of the importance of physical activity and physical education. After first creating the instrument, we conducted content and exploratory factorial validation and reliability analyses of it with 93 parents (M age = 44.76, SD = 6.05, range = 31-66 years; 73 females, 20 males). The result was a 9-item instrument, with items assessed on a 5-point Likert scale and grouped into three factors: (a) importance of physical education; (b) importance of engaging in physical activity or sport; and (c) importance of joining your children in physical activity or sport. In a second confirmatory factor analysis with 224 parents (M age = 44.53, SD = 6.07; 174 or 77.7% females and 50 or 22.3% males) we confirmed the factor validity and reliability previously analyzed (χ2 = 42.77, df = 24, p = .011, GFI = 0.96, NFI = 0.98, NNFI = 0.99, CFI = 0.99, RMSEA = 0.06 (90% CI: 0,04, 0.08), SRMR = 0.04, ECVI = 0.04, CR = 0.70-0.87). Thus, the new Physical Activity and Physical Education Importance for Parents Scale (PAPEIPS) is a valid and reliable instrument for measuring parents' perceived importance of physical activity and physical education.

Physical Activity Levels and Body Mass Index in Sport Education. Is There a Difference?

Purpose: The goals of this study were: (1) to assess students' physical activity levels in a sport education season according to the phases of the model, adjusted for body mass index; (2) to uncover the contribution of the phases of the model to the World Health Organization recommendations; (3) to understand its impact in students with overweight/obesity. Methods: A total of 42 primary education students with a mean age of 10.68 ± 0.69 years, enrolled in one year 5 (10-11 years) and one year 6 (11-12 years). Physical Education lessons of the same school agreed to participate. Students in both groups experienced a 14-lesson learning unit in team handball through the sport education. Each participant wore an ActiGraph GT3X accelerometer to measure physical activity levels, counts/minute and steps counted. Cole and Lobstein cutoff points were used to determine groups based on body mass index (thin, normal-weight, overweight/obese). Results: The results showed that the overweight/obese group achieved scores for moderate to vigorous physical activity and sedentary time that were not significantly different from the normal-weight group. According to the phases, the preseason was the most active and contributed most to the World Health Organization recommendations in all groups. Conclusions: Sport education could be considered an appropriate pedagogical framework to help overweight/obese children achieve moderate-to-vigorous physical activity and sedentary scores similar to their normal-weight classmates. Key elements of sport education include performing roles, learning work routines, and having the autonomy to choose games/tasks, all of which promote physical activity amongst all students.

In-contest body acceleration profiles for the judo male and female weight divisions.

Introduction: This study aimed to determine the body accelerations (BA) profile of the judo contest of the male and female weight divisions and to ascertain the involvement of the vertical, mediolateral and anteroposterior axes in it. Methods: Forty-eight male and forty-eight female national and international level athletes (some of them medalists in World, European and national championships) participated in a 5-min simulated contest (official fight time plus breaks) against an opponent of the same sex and weight division, wearing an accelerometer. Heart rate, blood lactate and ratings of perceived exertion were recorded to certify that the athletes performed the fullest. Results: The t2way test expressed differences in the athletes' BA (p = 0.001) and three profiles were identified: the light/middle weight male divisions, the light/middle weight female divisions and the heavy male and female ones. Athletes of all weight divisions performed their BA during the contest in all three directions (the one-sample Person's chi-square did not detect any significantly predominant one: p = 0.400, p = 0.631, p = 0.844, p = 0.749, p = 0.644 and p = 0.895, for male light, moderate and heavy, female light, moderate and heavyweight athletes, respectively). Monte Carlo method simulations suggested as the most likely scenarios those with BA involving all axes, with a slight preference of the anteroposterior and mediolateral ones. Discussion: These results suggest that the demands on judo athletes in a contest differ between weight classes and sexes.

Corrigendum: In-contest body acceleration profiles for the judo male and female weight divisions.

[This corrects the article DOI: 10.3389/fspor.2024.1372314.].

Effectiveness of interventions using apps to improve physical activity, sedentary behavior and diet: An umbrella review.

Technology has been recently found to be an effective tool to deliver public health interventions [1]. More specifically, the effects of interventions using apps to improve health have been targeted lately [2]. The goal of the present study was to conduct a systematic review of systematic reviews to summarize the scientific evidence. Three research questions were formulated to guide the research: RQ1. Are interventions using apps effective to improve PA? RQ2. Are interventions using apps effective to improve sedentary behavior? RQ3. Are interventions using apps effective to improve diet? This review of reviews was registered with PROSPERO (CRD42022345909). Systematic reviews were included following the PICOTS framework (population, intervention, comparator, outcomes, time and setting). In addition, reviews with several research objectives were included only when they comprised more than two-thirds of the studies analyzing one or more of the objectives of this review. As a result, 12 systematic reviews were selected for data extraction. Findings uncovered that apps could be effective to improve individuals' PA, sedentary behavior and diet. However, elements like the intervention components, the context/environment/setting, the length of the intervention or the population targeted should be carefully considered in future studies.

Physical Activity and Nighttime Sleep in Adolescents.

BACKGROUND: Previous studies show contradictory results regarding the bidirectional association between physical activity and nighttime sleep. The objective of the present study was to add knowledge to these possible relationships using autoregressive models. METHOD: 214 adolescents (117 boys and 97 girls), with a mean age of 13.31 years agreed to participate. The study variables were measured with accelerometers for 7 full days over three consecutive years. The mlVAR package was used to compute estimates from multivariate vector autoregression models. RESULTS: The 5-delay models showed a better fit. Autoregressive effects were observed in sleep onset, sleep offset and sedentary behavior, which could explain the relationships found in previous studies between physical activity and sleep. Sleep onset, total sleep time, and sleep efficiency had direct effects on sedentary behavior. Moderate-to-vigorous physical activity was not related to any of the sleep variables. CONCLUSIONS: The hypothesis that there are bidirectional/reciprocal relationships between physical activity and sleep cannot be accepted.

Network analysis of physical activity and depressive and affective symptoms during COVID-19 home confinement.

INTRODUCTION: The aim of this study was to analyze the network structure of physical activity, frequency, depressive, and affective symptoms in people under home isolation due to COVID-19. METHOD: A longitudinal study was conducted in two phases (beginning (March 19, 2020) and end of home confinement (April 8, 2020)). The sample consisted of 579 participants from Spain (250 men and 329 women) aged 16 to 92 years (overall sample: M = 47.06, SD = 14.52). A network analysis was performed. RESULTS: Four clusters emerged (PA, depressive symptoms, positive affect, and negative affect). A higher frequency of physical activity was related to better-sustained attention, increased alertness, and enthusiasm. In addition, feelings of guilt and shame were mitigated, and confinement distress and irritability were reduced. Physical activity also mitigated fatigue in women, whereas feelings of unhappiness were reduced in men. CONCLUSION: Physical activity seems to be an effective option for mitigating the negative effects of the COVID-19 pandemic. Public health policymakers should develop programs to promote physical activity in order to be able to cope with confinement or similar scenarios in the future.

Self-made material in physical education: Teacher perceptions of the use of an emerging pedagogical model before and during the COVID-19 pandemic.

The COVID-19 pandemic caused drastic changes in education, which had to adapt to changing scenarios (online, face-to-face, hybrid teaching). Within physical education (PE), strategies such as 'do not use or share equipment' were proposed to avoid infections. These strategies fit with an emerging pedagogical model called the Self-made Material Model (SMM), which involves students creating their own PE equipment. The objectives of the present study were: (a) to analyse PE teachers' beliefs about the use of self-made material in their classes, (b) to evaluate teachers' perceptions of the impact of the use of self-made material in PE lessons during the pandemic and (c) to examine gender/age differences. A quantitative, snowball research design was followed. The Self-made Material Questionnaire ( Méndez-Giménez and Fernández-Río, 2011) comprising two scales (41 items) was adapted: Teachers' beliefs about the use of self-made material scale and Teachers' perceptions of the impact of self-made material usage during the pandemic scale. In total, 1093 in-service teachers (443 women, 40.5%; M = 41.39, SD = 9.54) from 13 Ibero-American countries participated. Descriptive statistics were calculated, Student's T test was conducted for comparisons by gender and one-way analysis of variance (ANOVA) was run for comparisons by age ranges. Overall, the scores were high, emphasising the potential to promote recycling and students' creativity and respect for the material. Women scored higher in items such as promoting interdisciplinarity, equality, attention to disability and education in values. In total, 833 (76.21%) teachers used self-made material during the pandemic and reported high levels of satisfaction, expectations of use, usefulness and profitability. No gender differences were found. In the COVID-19 era, the SMM is playing a relevant role as a meaningful framework and a helpful teaching methodology in different educational scenarios.

How class cohesion and teachers' relatedness supportive/thwarting style relate to students' relatedness, motivation, and positive and negative outcomes in physical education.

The main goal of this study was to examine the links between class cohesion and teachers' relatedness teaching style with students' relatedness needs, motivation, and positive and negative outcomes in Physical Education. A total of 1294 students 10-18 years old (M = 14.40, SD = 1.99), 613 males (M = 14.48, SD = 1.95) and 681 females (M = 14.33, SD = 2.02), agreed to participate. They were enrolled in 88 classes belonging to 13 different primary and secondary schools in southwestern Spain. The study followed a correlational research design. Results of the multilevel path model showed a positive relationship between teachers' relatedness support and class cohesion and behavioral and emotional engagement through relatedness need satisfaction and autonomous and controlled motivation. Results also showed a positive relationship between teachers' relatedness thwarting and disruptive behaviors and problematic relationships through relatedness need frustration and amotivation. In conclusion, teachers' relatedness behaviors and class cohesion can significantly impact the students' relatedness and motivation, which in turn will affect their engagement and behaviors. A whole cascade of consequences begins with the way teachers teach and the cohesion generated in class. These first steps cannot be overlooked.

[Increasing one school's physical activity levels through a self-regulated, multifactorial intervention during recess.] / Incremento de los niveles de actividad física de un colegio a través de un programa de intervención multifactorial, autorregulado en los recreos.

OBJECTIVE: Research has uncovered a global pandemic of physical inactivity and schools have been signaled as possible "agents" to modify these negative scores, since all children spend many hours a day there. The aim was to evaluate if it is possible to increase the physical activity levels of a whole school using a multifactorial, self-regulated intervention program during recess. METHODS: A cross-sectional study was conducted involving all the students (N=50) of a rural public school located in northern Spain (grades 1-6). The study followed an ABA case study research design (changes in the experimentation conditions and data collection after each one: week 1 no intervention, weeks 2-3 intervention, week 4 no intervention) and mixed quantitative-qualitative methodology which included the use of accelerometers (each participant wore one during the whole school day and the school week), field notes (researcher) and focus groups (teachers). Normality tests, descriptive and inferential statistics (ANOVAs) were conducted in the quantitative data obtained, while thematic content and constant comparison analyses in the qualitative data. RESULTS: Quantitative results showed that there was a significant increase to 67.15 ± 13.95 minutes/day of moderate-to-vigorous physical activity (MVPA) in week 2. Boys reached significantly higher scores than girls: 72.1 ± 12.12. Unfortunately, these scores went back to almost normal in the second week of implementation of the program (58.21 ± 12.88; boys= 62.75 ± 10.86). From the joined analysis of the researcher field notes and the teachers' focus groups 4 themes emerged: intensity change, dominance change, interactions change and self-regulation. CONCLUSIONS: It is possible to increase the physical activity levels of a whole school with a multifactorial, self-regulated program, but it is necessary to acknowledge that novelty "wears out" to avoid losing efficacy with time.

OBJETIVO: La investigación ha descubierto una pandemia global de inactividad física y las escuelas han sido señaladas como posibles "agentes" para modificar estas cifras negativas, ya que todos los niños pasan muchas horas al día en ellas. El objetivo fue evaluar si es posible incrementar los niveles de actividad física de todo un colegio mediante un programa de intervención multifactorial autorregulado en los recreos. METODOS: Se realizó un estudio de corte transversal donde todo el alumnado (n=50) de un centro rural agrupado público del norte de España (1º-6º Primaria) accedió a participar. La investigación siguió un diseño de investigación de estudio de caso ABA (cambios en las condiciones de experimentación y recogida de datos tras cada uno: semana 1 sin intervención, semanas 2-3 con intervención, semana 4 sin intervención) y una metodología mixta cualitativa-cuantitativa que implicó el uso de acelerómetros (cada participante llevó uno durante toda la jornada escolar de toda la semana), diario de campo (investigador) y grupos focales (docentes). Se realizaron pruebas de normalidad, estadísticos descriptivos e inferenciales (ANOVAs) en los datos cuantitativos obtenidos, y análisis temático de contenidos y comparaciones constantes en los cualitativos. RESULTADOS: Los resultados cuantitativos mostraron que hubo un aumento significativo hasta los 67,15 ± 13,95 minutos/día de actividad física moderada-vigorosa (MVPA en inglés) en la semana 2. Los niños alcanzaron valores significativamente más altos que las niñas: 72,1 ± 12,12. Desafortunadamente, estos valores regresaron a niveles cuasi-normales en la segunda semana de aplicación del programa (58,21 ± 12,88; niños= 62,75 ± 10,86). Del análisis conjunto del diario de campo del investigador y de los grupos focales de los docentes emergieron 4 temas: cambio de intensidad, cambio de dominancia, cambio de interacciones y autorregulación. CONCLUSIONES: Es posible incrementar los niveles de actividad física de todo un colegio con un programa multifactorial autorregulado, pero es necesario tener en cuenta el "desgaste de la novedad" para no perder eficacia con el paso del tiempo.

Physical Activity and Prevention of Depressive Symptoms in the Spanish Population during Confinement due to COVID-19.

BACKGROUND: In March 2020, the Spanish government established an official lockdown across the country in response to the COVID-19 pandemic and confined the population to their homes, restricting their mobility. The objectives of the study are twofold: a) to examine dose-response relationships between physical activity (PA) components (volume, intensity, frequency, duration) and depressive symptoms of the population during confinement, and b) to identify the optimal levels of PA to mitigate notable depressive symptoms (NDS). METHODS: 4,811 (2,952 women) Spanish citizens, age range 16-92 years, completed an online questionnaire (snowball sampling) to measure their levels of depressive symptoms, PA, and various anthropometric and sociometric variables. Volume (METs-min/week), frequency (days/week), and duration (hours) were examined using logistic regressions with restricted cubic splines. RESULTS: The PA components were inversely associated with NDS. Performing at least 477 METs-min/week was associated with a 33% decrease in probability of NDS, and reaching 3,000 METs-min/week was associated with the lowest risk of NDS (47%). As for frequency, with 10 times/week the probability of NDS was 56% lower. At 10 hours of weekly practice, the probability of NDS was 39% lower. CONCLUSIONS: A range and optimal amount of PA is suggested to reduce the appearance of SDN during confinement.

Uncovering the Nexus Between Cooperative Learning Contexts and Achievement Goals in Physical Education.

Cooperative learning is a pedagogical framework extensively used in educational contexts worldwide, but some scholars warn that we do not know much about how its claimed outcomes are delivered. The aim of this study was to uncover the connections between cooperative learning contexts and students' task and self-approach goals in physical education. We hypothesized that those students who perceived a stronger cooperative learning context in their classes would also show higher task and self-approach goals. A total of 1328 students (648 females and 680 males) from three different educational stages: primary education (n = 584), secondary education (n = 550) and baccalaureate (n = 194), agreed to participate. Participants' ages ranged between 10 and 20 years (M = 13.11; SD = 2.45). An ex-post-facto, cross-sectional research design was followed. Results showed a direct and significant connection between high-perceived cooperative learning contexts and high students' task and self-approach goals. The odds ratio tests verified this positive association, indicating a 4-times greater probability for students who perceived a strong cooperative learning context in the classroom of having high task and self-approach goals. In the same line, we observed that, as the perception of a cooperative learning context increased, task and self-approach goals also increased. This means that a small change in the class context to make it more cooperative had an impact on the students' achievement goals. Teachers should try to create class contexts where students perceive a strong cooperative learning climate, because it has been connected to adaptive motivational patterns, task and self-approach goals, and these are associated with positive outcomes.

Physical activity, resilience, emotions, moods, and weight control, during the COVID-19 global crisis.

OBJECTIVES: This study aimed at exploring the relationships between physical activity, weight control, and psycho-social aspects of the COVID-19 lockdown, which have characterized the Israeli population's behavior during the COVID-19 global crisis. DESIGN: Cross-sectional survey research. METHODS: Participants included 1855 men and women aged 18 and above, from different regions in the country and representing different sectors. They were recruited through the social media in a "snowball" sampling, and filled out a self-administered six-part survey: Demographic background, the International Physical Activity Questionnaire (IPAQ), the positive and negative affect scales (PANAS), the Conor and Davidson resilience scale, a questionnaire for measuring depressive symptoms, and questions regarding weight change based on the Israeli National Health and Nutrition (MABAT) survey. RESULTS: Routine physical activity (PA) was reported by 76.3% of the participants before the lockdown, 19.3% stopped exercising during this period, and 9.3% began exercising during the lockdown. The participants who were physically active during the lockdown period reported a higher level of resilience and positive feelings, and a lower level of depression, compared with those who were not physically active. People who were physically active during the lockdown maintained their weight compared with those who were inactive. Concerning weight change, 44.8% of the respondents maintained their weight, and a higher percentage of people reported weight gain than those who reported weight loss. CONCLUSIONS: Continuous PA before and during the COVID-19 lockdown were associated with higher resilience and positive emotions, and depressive symptoms, in people aged 18 and above. Although a causal link cannot be established, in light of the results of the present study, encouraging physical activity may contribute to improving mental health and a sense of self-efficacy, as well as to maintaining weight during a crisis.

A longitudinal study on depressive symptoms and physical activity during the Spanish lockdown.

Background/Objective: The aim was to evaluate the evolution of depressive symptoms and to explore the influence of physical activity (PA) practice during the home confinement due to the COVID-19 outbreak in Spain. Method: Information was collected from 595 confined participants who reported personal and contextual information, depressive symptoms and PA levels at four time points. Results: The changes in depressive symptoms were analyzed using a linear mixed model with cubic splines. Results showed a significant increase, with a significant rise between T1 and T2 (OR = 2.38, 95% CI = 1.83-3.10). It continued growing until T4 (OR = 2.93, 95% CI = 1.97-4.38). A negative relationship was observed between the increase in depressive symptoms and moderate-to-vigorous physical activity (MVPA) levels, with a significant slope up to 4 hours of MVPA per week (OR = 0.51, 95% CI = 0.29-0.90) that tended to increase until 16 hours per week of MVPA (OR = 0.41, 95% CI = 0.20-0.87). Conclusions: Results from a partition model showed that moderate intensity of PA could be enough to prevent an increase of depressive symptoms during home isolation.

Antecedentes/Objetivo: El objetivo fue evaluar la evolución de los síntomas depresivos y explorar la influencia de la práctica de actividad física (AF) durante la fase de confinamiento domiciliario de la población española como consecuencia de la enfermedad del coronavirus 2019 (COVID-19). Método: Participaron 595 personas confinadas que informaron de su situación personal, los síntomas depresivos y la AF en cuatro momentos de medida. Resultados: Los cambios en los síntomas depresivos analizados con splines cúbicos a partir de modelos lineales mixtos, mostraron un incremento significativo, con una subida importante entre el T1 y el T2 (OR = 2,38, 95% CI = 1,83-3,10), para luego seguir incrementándose de manera más lenta hasta el T4 (OR = 2,93, 95% CI = 1,97-4,38). Se observó una relación inversa entre el incremento de los síntomas depresivos y los niveles de actividad física moderada-vigorosa (AFMV) semanal, con una pendiente importante hasta las cuatro horas de AFMV a la semana (OR = 0,51, 95% CI = 0,29-0,90) que tiende a disminuir hasta las 16 horas/semana AFMV (OR = 0,41, 95% CI = 0,20-0,87). Conclusiones: Se probó un modelo de partición que mostró que la AF de intensidad moderada podría ser suficiente para prevenir un incremento de los síntomas depresivos en situación de confinamiento.

Effects of vibration training on force production in female basketball players.

The goal of this research project was to investigate the long-term effects of whole-body vibration (WBV) training on force production. Thirty-one female basketball players were randomly distributed in an experimental group: VG (vibration) and a control group: CG (no vibration). Both groups participated in the same training program; however, the experimental group (VG) performed a set of exercises on a vibration platform (Power Plate) at 30- to 35-Hz frequency and 4 mm amplitude, whereas the CG performed the same exercises at 0 Hz. Muscle performance of the legs was tested on a contact-time platform (Ergojump, Finland) through several tests: squat jump (SJ), countermovement jump (CMJ), and 15-second maximal performance jump; squat leg power (knee extension) was also evaluated using an Ergopower machine (Bosco, Italy). After 14 weeks, there was a significant increase (p < 0.001) from initial to final tests in both groups (CG and VG) in SJ, CMJ, 15 seconds, and squat leg power. However, there were no significant differences between the VG and the CG for any of the parameters evaluated. The findings of this study indicate that WBV training has no additive or discernible effect on the strength development of female basketball players after several weeks of use, suggesting that the application of this technology has no advantages over traditional strength training methods.

A new individual and specific test to determine the aerobic-anaerobic transition zone (Santos Test) in competitive judokas.

The main goal of this research project was to design a specific, simple, and noninvasive field test to determine the individual aerobic-anaerobic transition zone in judokas. Our aim was to develop a field test as close as possible to real judo combat. Eight state- and national-level judokas participated in the study. To find the reliability of our test, all subjects repeated the same test under the same conditions within a 7-day period. Because the results were positive, we tested the validity of our proposal using a laboratory test that possessed the same characteristics. On both tests, the same parameters were studied. The mean data obtained in the laboratory test were as follows: maximum heart rate (HRmax): 198.2 +/- 3.9 bxmin-1, HR at the anaerobic threshold: 170.3 +/- 5.7 bxmin-1, percentage of HRmax at which the anaerobic threshold appears: 85.9 +/- 2.9%, lactate max: 14.6 +/- 1.4 mmolxL-1, lactate threshold: 4 +/- 0.3 mmolxL-1, and VO2max: 58.3 +/- 4.4 mlxkgxmin-1. The mean data obtained in the field test were as follows: HRmax: 199.7 +/- 1.8 bxmin-1, HR at the anaerobic threshold: 169.7 +/- 2.7 bxmin-1, percentage of HRmax at which the anaerobic threshold appears: 85.0 +/- 1.8%, lactate max: 17.0 +/- 2 mmolxL-1, lactate threshold: 4.0 +/- 0.3 mmolxL-1, and VO2max: 59.8 +/- 3.6 mlxkgxmin-1. There were no significant differences between the data obtained on both tests in any of the parameters evaluated, except for the lactate maximum. Therefore, we can conclude that our field test is a useful tool for judo training.

Effects of an 8-Week Cooperative Learning Intervention on Physical Education Students' Task and Self-Approach Goals, and Emotional Intelligence.

Previous research highlighted the effectiveness of cooperative learning in the four learning domains: physical, cognitive, social and affective. However, recent reviews have called for more empirical research on social and emotional learning based on contemporary theories, frameworks and assessment tools. Little is known about the links between cooperative learning and two strong contemporary frameworks: the achievement goal theory and the four-branch model of emotional intelligence. The goal of this study was to assess the connections between cooperative learning, task and self-approach goals, and emotional intelligence in physical education classes. Forty primary education students (21 girls, 19 boys), 10-12 years (Mage = 10.87; SD = 0.85), enrolled in two different classes in only one school, participated. None of them had experienced cooperative learning as a pedagogical model before. The study followed a one group, pre-test-post-test, pre-experimental design. Both classes experienced the same cooperative learning intervention programme conducted in physical education, which included two consecutive learning units for a total of 16 sessions (2 per week/50 min each). The same physical education teacher, an expert in cooperative learning, conducted all sessions. Results showed that the cooperative learning framework helped increase students' self-approach goals and their emotional control and regulation, and empathy. In conclusion, the present study reinforced the use of cooperative learning in physical education, because it can guide students to more adaptive motivational patterns and to develop their emotional intelligence. Furthermore, it contributes to the students' social and emotional learning building quality relationships, learning to manage stressors, and evolve individually and in groups.