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Purpose: The aim of the present study was to compare performance and physiological effects, and inter-individual response variation in performance and its physiological determinants between heart rate-based (HR), race pace-based (RP) and heart rate variability-based (HRV) training prescription approaches in recreational distance runners., Methods: Twenty-eight participants completed a 6-week endurance training intervention after being randomly assigned to three groups: HR (n = 9), RP (n = 9), and HRV (n = 10) training prescription approaches., Results: No interaction effects between groups were observed. Main time effects were found for absolute and relative V̇O2max, running economy (RE), speeds associated to the first (sVT1) and second ventilatory thresholds (sVT2) and 7 km time trial performance (TT) (p < 0.001, 0.88 ≤ d ≤ 2.67). The RP group improved TT (p < 0.05, ES = 1.07), showing greater effectiveness in enhancing maximal aerobic speed and fat mass reduction, but did not consistently improve physiological parameters like sVT2 or RE. The HRV method increased sVT2 (p < 0.01, ES = 1.34) and was more successful in boosting sVT1 and V̇O2max, although it resulted in an increase in fat mass. Training load was similar between groups (p > 0.05), and a pyramidal training intensity distribution model was found in all groups. The lowest inter-individual response variation in TT was found in the RP group (coefficient of variation [CV] = 0.82), whereas the HRV group demonstrated a lower variation in relative V̇O2max (CV = 0.75) and sVT2 (CV = 0.79)., Conclusions: The RP approach is an effective and useful training prescription method for optimising performance in recreational runners, while the HRV method proves valuable for enhancing key physiological markers., Competing Interests: Conflict of Interest and Funding Source: This study was conducted with the financial support from Comunidad de Madrid (Madrid State Government) Industrial Doctorate Funding Program and in collaboration with GO fit Life, Science and Technology S.A. (GO fit LAB) for the implementation of the L.E.R. National Industrial Ph.D. grant Program, part of the Strategic Plan for the Support of Science and Innovation of the Spanish Ministry of Science, Innovation and University. The grant identification number is IND/22HUM-23661. The authors declare no conflicts of interest., (Copyright © 2025 by the American College of Sports Medicine.)

Context: Sailing is a sport that can help in the rehabilitation of Spinal Cord Injury (SCI) patients and improve their quality of life. Teaching methodology in sailing has always been considered as complex, due to the great amount of uncertainty that this sport has. Purpose: To design a protocol for teaching adapted sailing in a simulated situation for people with SCI and to know the effect of the teaching protocol on learning, effort perception and heart rate. Method: Six adults were patients recruited at the National Hospital of Paraplegics of Toledo (Spain), aged between 31 and 54 years, who have passed the early subacute phase. Each subject underwent semi-immersive virtual reality sailing therapy for 40 min per session three times per week for six weeks, 18 sessions. A simulated adapted sailing initiation program VSail-Trainer® was used for the simulator therapy. During this session, the basic notions of sailing, wind direction, sheet trimming and control of the boat on different courses were explained. The variables assessed were: sailing learning, heart rate and effort perception. Results: The comparison of performance variables between pretest and posttest resulted differences in boat speed, heel and Velocity Made Good (VMG). These improvements in the performance variables are also reflected in the average times taken by the subjects to complete the regatta. Conclusion: The methodology used in this study can be used as a guide for learning the activity by new SCI patients in rehabilitation who want to get into sailing sport.

Keeping high levels of physical activity is a challenge among chronic patients. In this regard, self-efficacy has been identified as a crucial variable to reduce sedentarism and physical inactivity in women with fibromyalgia. The current study aimed to evaluate the associations among objective physical activity levels, self-efficacy, activity patterns, and the impact of the disease, as well as to compare those variables between women with fibromyalgia with different self-efficacy levels. For this purpose, in this cross-sectional study, the physical activity levels of 123 women with fibromyalgia were assessed by accelerometers, together with self-efficacy, the impact of the disease, and activity patterns. Results revealed that self-efficacy for light or moderate physical activity was directly related to light (p < 0.01), moderate (p < 0.01), and vigorous physical activity (p < 0.05), as well as inversely related to sedentary time (p < 0.01). Moreover, the main differences were observed between those with low self-efficacy levels and the rest of the sample, while there were no differences between the high and the medium self-efficacy groups (p > 0.05). Thus, self-efficacy for walking and light physical activity seems to be more relevant than self-efficacy for moderate and vigorous physical activity to achieve higher levels of physical activity.

The purpose of this study was to implement a comprehensive teaching program based on the principles of Teaching Games for Understanding (TGfU) model and questioning, and to assess its consequences for students' satisfaction of basic psychological needs, motivation, perceptions of ability and intention to be physically active during Physical Education lessons in primary education. A quasi-experimental design was utilized. Participants were 111 students from two different groups of fifth and sixth graders, all enrolled in one primary school. Participants were divided into experimental and control group. Experimental group experienced a TGfU unit, according to small side games and the questioning. Control group experienced a small side games unit, without questioning. Within-group results showed that experimental group students reported significantly higher mean scores in all dependents variables of the study, in both genders. Results showed that control group only reported significantly higher mean scores in intention to be physically active variable, also in both genders. The results demonstrate the need to implement didactic units under comprehensive pedagogical approaches to improve motivation and the intention to develop healthy lifestyle habits in female and male students. More researches are needed to support this evidence.

Purpose: This study aims to develop a sailing simulation-based therapeutic rehabilitation program for individuals with Spinal Cord Injuries (SCI) during the subacute phase of the injury., Methods: Participants were 11 patients, aged between 20-56 years ( M age = 42.36, SD age =12.90), who were randomly assigned into experimental group and control group, within a pre-test/post-test quasi-experimental design. While both groups followed the rehabilitation programmed by the hospital, experimental group participants were enrolled in an interactive rehabilitation exercise (The vSail-Access®, Virtual Sailing Pty Ltd). For this intervention, each subject underwent a semi-immersive Virtual Reality (VR) navigation therapy for 30-40 min per day, three times per week for six weeks. Quality of life (QoL), functionality and balance variables were measured for both groups one week before and after the intervention. Data was generated based on patients' responses using validated questionnaires and tests. A 2 (groups) × 2 (test-time) MANOVA was performed to detect between-group and within-group differences., Results: Significant improvements were obtained in the experimental group in the mobility and balance variables, and in the global result of QoL., Conclusions: The sailing simulation program, included as a therapy within the rehabilitation process after a SCI, provides participants with an overall increase in QoL and functionality.IMPLICATIONS FOR REHABILIATIONVirtual reality is a therapy that can be part of the rehabilitation process of spinal cord injuries in the acute phase, improving functional capacity.The initiation to recreational sailing in a virtual way is a safe tool for the initiation to the practice of sports.The practice of a dynamic sport, such as sailing, helps to improve the quality of life in spinal cord injuries.

Grounded in self-determination theory, this pre-experimental study analyzed the effects of a hybrid teaching games for understanding/sport education (TGfU/SE) volleyball teaching unit on students' motivational outcomes, using a mixed-method approach. It also examined whether the intervention was equally effective for boys and girls. Participants were 53 secondary school students ( M age = 15.50, SD age = 0.57) who were taught through a hybrid TGfU/SE unit. The structure of this unit was designed according to the characteristics of SE model, while learning tasks were designed by using the pedagogical principles of TGfU model. Both self-reported validated questionnaires and focus groups were used before and after intervention to assess students' motivational responses. After the hybrid TGfU/SE unit, both quantitative and qualitative findings showed improvements in students' perceptions of need-support from the physical education (PE) teacher, basic psychological needs satisfaction, novelty, and variety satisfaction, as well as intrinsic motivation compared to baseline values. Although the hybrid TGfU/SE unit was effective in both genders, a large effect size was found for girls. Despite the existence of social and cultural stereotypes in team sports such as volleyball in favor of boys, results highlight the importance of developing hybrid TGfU/SE units to improve students' motivational outcomes, especially in girls.

The analysis of disciplined behaviors and academic performance in a school context has become one of the main concerns within the educational community. Physical Education is highlighted as a key subject to analyze students' behavior. Researchers and Physical Education teachers are interested on the motivational processes that predict positive student outcomes in order to support them. Thus, the main purpose was to determine a predictive model of disciplined behaviors and academic performance in Physical Education students. The Achievement Goal Theory and Self-Determination Theory acted as the theoretical framework. A total of 919 Spanish secondary school students participated in the study. The studied variables were task-oriented motivational climate, basic psychological needs, autonomous motivation, disciplined behavior, and academic performance. Data collection included Spanish validated questionnaires. The Mplus statistical program was used to perform a structural equation model of prediction. It included antecedents (task-oriented climate), motivational processes (basic psychological needs and autonomous motivation), and consequences (disciplined behavior, Physical Education and overall students' performance). The results revealed that positive outcomes (discipline and academic performance in Physical Education) were positively predicted by autonomous motivation; autonomous motivation was positively predicted by basic psychological needs and these, in addition, by the task-oriented climate. The results highlighted the importance of the task-oriented motivational climate and the mediating role of the basic psychological needs and autonomous motivation in order to generate these positive student outcomes in Physical Education. This study could be a useful resource for teachers, since it offers the motivational variables that lead students to achieve disciplined behaviors and academic performance in Physical Education. Intervention programs based on the results of the present study could be applied in Physical Education classes in order to obtain better behavioral as well as cognitive positive student outcomes., (Copyright © 2020 Claver, Martínez-Aranda, Conejero and Gil-Arias.)

Background: This study has analyzed the impact of applying a decision training program, in which video-feedback and questioning were used, on the development of decision-making, skill execution and procedural knowledge in basketball players., Methods: Participants were eleven male players aged between 12 and 13 years old ( M age  = .65), who were assigned to an experimental or control group within a pre-test/intervention test/retention test quasi-experimental design. The decision training program was applied over 11 weeks. Throughout this intervention, players had to analyze the causes and reasons for the decision made, using video feedback and questioning to this end. Decision-making and skill execution variables were analyzed using the French & Thomas (1987) observation instrument, while a validated questionnaire was used to assess procedural knowledge in basketball.SD age  = .65), who were assigned to an experimental or control group within a pre-test/intervention test/retention test quasi-experimental design. The decision training program was applied over 11 weeks. Throughout this intervention, players had to analyze the causes and reasons for the decision made, using video feedback and questioning to this end. Decision-making and skill execution variables were analyzed using the French & Thomas (1987) observation instrument, while a validated questionnaire was used to assess procedural knowledge in basketball., Results: The results reported that sport expertise improved in players from the experimental group, who had significantly higher intervention test scores for successful decisions and skill executions when compared to players in the control group. In the intra-group analysis, the experimental group significantly improved in the intervention test compared to the pre-test, in terms of some of the variables of decision-making, skill execution and procedural knowledge., Discussion: These results reinforce the idea of including cognitive tools in training, such as video-feedback and questioning, to improve sport expertise in players' formative stages, and presumably to improve their performance whilst maintaining decision training throughout time., Competing Interests: The authors declare there are no competing interests.

Introduction: balance is very important in order to perform daily physical activities as standing or walking. Both physical activity and body composition are some of the most important adjustable intrinsic factors influencing balance., Objective: to analyze the influence of physical activity level and different body variables on the postural control of male adults., Methods: observational, cross-sectional study with 63 men between 25 and 60 years of age, with body mass index (BMI) between 18 and 35 kg/ m2. Anthropometric variables (e.g., weight, BMI, waist circumference), body composition and its distribution (e.g., percentage of total fat mass: TFM%, of the legs: LFM%, and android: AFM%), physical activity (PAL) and postural control (e.g., SOM ratio) were measured. Multiple linear regression was used to evaluate the relationship of all variables with the SOM ratio., Results: the results of this study show a correlation between TFM% (r = -0.384, p = 0.002), AFM% (r = -0.421, p = 0.001) and PAL (r = 0.291, p = 0.021) with the SOM ratio. In addition, individuals classified as obese (TFM% ≥ 28) scored worse on SOM ratio than non-obese individuals (97.33 ± 2.52 vs 96.37 ± 1.54, p = 0.013), and individuals classified as active (PAL ≥ 1.4) scored higher on SOM ratio than sedentary individuals (97.13 ± 2.33 vs 96.18 ± 1.38; p = 0.035)., Conclusions: the fat mass and PAL seem to influence proprioceptively on postural control, being the waist circumference the variable that predicts SOM ratio the most.

Lack of physical activity is one of the major causes for obesity and functional disability in the elderly. Including regular exercise in the elderly's lifestyle is not an easy task. The main objective was to analyse the effect of a motivational resistance-training programme on satisfying the individual's psychological needs, level of self-determination and body composition. A quasi-experimental study was performed with 47 volunteers (29 females, 18 males) of 67-75 years of age, divided into two groups: experimental (n = 27) and control (n = 20). A 12-week intervention programme was performed, with a total of 36 sessions. The results of the inter-group analysis indicated significant differences in the post-test measurement between the experimental group and the control group (in favour of the experimental group) regarding basic psychological needs. The experimental group, in comparison to the control group, significantly decreased their percentage of fat mass and increased muscle mass. Body weight and BMI values increased in the control group, while significantly decreasing in the experimental group. In conclusion, the motivational resistance-training programme in the elderly gave rise to positive significant changes at the physical, psychological and social levels, according to the definition of health by the World Health Organization.

To optimize players' tactical abilities, coaches need to design training sessions with representative learning tasks, such as, small-sided games. Moreover, it is necessary to adapt the complexity of the tasks to the skill level of the athletes to maximally improve their perceptual, visual and attentive abilities. The objective of this study was to analyze the effect of two teaching programs, each utilizing modified games with varied levels of opposition, on decision-making and action execution in young players with different levels of sports expertise. 19 football players (U12), separated into two ability groups (Average versus Low skill-level), participated in a series of training sessions that were spread over 4 phases: Pre-intervention 1, Intervention 1 (teaching program based on modified games with numerical superiority in attack), Pre-intervention 2 and Intervention 2 (teaching program based on modified games with numerical equality). Each intervention phase lasted 14 sessions. Decision-making and the execution of pass action during league matches over the same period were evaluated using the Game Performance Evaluation Tool (GPET). The Average skill-level group showed significant differences after the first intervention in decision-making and execution of the pass action (decision-making, p = .015; execution, p = .031), but not after the second intervention (decision-making, p = 1.000; execution, p = 1.000). For the Low skill-level group, significant differences were only observed in the execution of passing between the first and last phases (p = .014). These findings seem to indicate that for groups with an average level of expertise, training with numerical superiority in attack provides players with more time to make better decisions and to better execute actions. However, for lower-level groups programs may take longer to facilitate improvement. Nevertheless, numerical equality did not result in improvement for either group.

Studies examining student motivation levels suggest that this is a significant factor in students' engagement in physical education and may be positively affected when teachers employ alternative pedagogical models such as game-centered approaches (GCAs). The aim of this study was to investigate changes in self-determined motivation of students as they participated in a GCA-basketball unit taught using the Tactical Games Model (TGM). Participants were 173 students (84 girls), 79 middle school (45 girls) and 94 (39 girls) elementary school students from four seventh and five fourth/fifth grade co-educational classes. Two teachers taught 32 (middle) and 33 (elementary) level one TGM basketball lessons. Need satisfaction and self-determined motivation data were collected using a previously validated instrument, while lesson context and teacher behavior data were recorded using systematic observation instruments. Repeated measures MANOVAs were employed to examine pre-posttest differences. Results revealed a significant main effect for time in need satisfaction for both middle (relatedness increased) and elementary school students (autonomy decreased) and a significant main effect in self-determined motivation for middle school students only (introjected regulation, external regulation, and amotivation all increased). Approximately 48%/42% (middle/elementary) of lesson time was game play, 22%/22% skill practice, 17%/17% management, and 13%/19% knowledge. The primary teacher behaviors used were instruction, management, specific observation, corrective feedback and modelling. Results indicate that it is important for future research to pay greater attention to the contextual factors associated with the application of the TGM, such as the students' previous exposure to TGM lessons, and the teachers' training and experience in utilizing the TGM. Indeed, results of the present study demonstrate that a longer-term commitment to the TGM is necessary to reduce controlling teacher behaviors, which will lead to positive changes in students' need satisfaction and self-determined motivation. Future research is therefore needed to embrace this challenge to provide an increased evidence-base for GCAs such as the TGM.

This study, grounded in Self-Determination Theory (Deci and Ryan, 1985, 2002) was aimed to determine the influence of a cognitive-motivational intervention program, to improve the basic psychological need satisfaction of autonomy and competence, autonomous motivation, procedural knowledge, perceived performance and sport commitment, in youth volleyball players. Participants included 34 Under-19 female volleyball players. A quasi-experimental design was carried out with an experimental group (n = 16; M = 17.45; SD = .45) and a control group (n = 18; M = 16.64; SD = .70). The experimental group followed a multidimensional intervention program comprised of 24 sessions held over three months (two training sessions per week). It was based on two strategies: giving athletes the possibility of choice in specific training tasks (proposing training situations with several action alternatives) and questioning (cognitively involving players through tactical questions). A repeated-measures MANOVA 2 (group: experimental and control) x 2 (time: pre-test and post-test) was used to analyse the effect of Group x Time interaction. The results of the inter-group analysis showed significant differences in the post-test measurement between the experimental group and the control group (in favour of the experimental group) in the variables: basic psychological need satisfaction of autonomy and competence, autonomous motivation, procedural knowledge, perceived performance and sport commitment. Given the relevance of the cognitive-motivational processes, not only for performance but also for sport commitment, this intervention has important implications for sport coaching.

The Teaching Games for Understanding (TGfU) and Sport Education (SE) pedagogical models share several objectives and pedagogical processes. Despite this seemingly uncanny relationship, few studies have examined the efficacy of a hybrid TGfU/SE pedagogical model, particularly how a teacher's utilization of such a model impacts on student motivation. The purpose of the current study was to investigate the effect a hybrid TGfU/SE unit, in comparison to direct instruction, on students' perceptions of various aspects of their motivation to engage in physical education (autonomous motivation, basic psychological needs, enjoyment and intention to be physically active). A crossover design was utilized, using the technique of counterbalancing. One group experienced a hybrid SE/TGfU unit first, followed by a unit of direct instruction. A second group experienced the units in the opposite order. Participants were 55 students. The intervention was conducted over a total of 16 lessons. The hybrid unit was designed according to the characteristics of SE by using seasons, roles, persistent teams, etc. Learning tasks set by the teacher during individual lessons, however, were designed according to the pedagogical principles of TGfU. Student motivation data was generated using validated questionnaires. Results showed that regardless of the order of intervention, the two groups showed significant improvements in autonomy, competence and enjoyment when they were taught using the hybrid model. Instead, in the variables autonomous motivation, relatedness and intention to be physically active there were no significant improvements in one group. These results demonstrate that it is possible to design varied learning situations in which affiliation, leadership and trust are fostered, while tasks are adapted to the characteristics of the students. All this can cause greater autonomous motivation, and consequently, perceived competence in the student, a positive image of the sport to practice, and therefore greater enjoyment and to be physically active.

The objective of this study was to apply a decision training programme, based on the use of video-feedback and questioning, in real game time, in order to improve decision-making in volleyball attack actions. A three-phase quasi-experimental design was implemented: Phase A (pre-test), Phase B (Intervention) and Phase C (Retention). The sample was made up of 8 female Under-16 volleyball players, who were divided into two groups: experimental group (n = 4) and control group (n = 4). The independent variable was the decision training program, which was applied for 11 weeks in a training context, more specifically in a 6x6 game situation. The player had to analyze the reasons and causes of the decision taken. The dependent variable was decision-making, which was assessed based on systematic observation, using the "Game Performance Assessment Instrument" (GPAI) (Oslin, Mitchell, & Griffin, 1998). Results showed that, after applying the decision training program, the experimental group showed a significantly higher average percentage of successful decisions than the control group F(1, 6) = 11.26; p = .015; η2 p = .652; 95% CI [056, 360]. These results highlight the need to complement the training process with cognitive tools such as video-feedback and questioning in order to improve athletes' decision-making.

The objective of the study was to develop and apply a tactical-cognitive training program based on the use of video feedback and questioning in real game time, in order to improve tactical knowledge in volleyball. A two-group quasi-experimental design was used with a sample of eight female players (M=14.8 yr., SD=0.7), who were divided into an Experimental group (n=4) and a Control group (n=4). The independent variable was the tactical-cognitive training program, which was applied for 11 wk. in a 6×6 game situation training context. The dependent variable was tactical knowledge, which was measured by problem representation and strategy planning with a verbal protocol. The results showed that after applying the intervention program the players in the Experimental group showed more complex, sophisticated, and structured tactical knowledge, compared with the players from the Control group. These results suggest that complementing the training process with cognitive tools may enable athletes to increases their tactical behavior and presumably improve their performance.