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The physical fitness course is a mandatory subject for undergraduate students at Universitas Negeri Surabaya, Indonesia. However, there is limited physical activity possibly performed during the COVID-19 pandemic. Furthermore, conventional physical fitness tests and measurements could not be conducted in a conventional way. This study aimed to test the possibility of the Personal Physical Fitness Test (PPT) being implemented by college students who were enrolled in a physical fitness course. There were 1.639 college students aged 18 ± 0.81 years old who participated in this study. The independent physical fitness test was designed to represent several physical components i.e., standing board jump (lower body strength). Plank (core strength), push-ups (upper body strength), and one-minute skipping (cardiorespiratory). The data were in the normal distribution. Male students performed better than females in every test (p < 0.05). Furthermore, the data were categorized on each test based on gender. The categories are excellent, good, fair, poor, and very poor. In a further study, the personal physical fitness test could be implemented in a larger sample size.

Pitching velocity is a crucial factor in effective baseball pitching performance. Upper-body-focused training is prevalent in baseball training to increase pitching velocity. However, significant pitchers, including youth league baseball players, suffer from upper body injuries due to the heavy training load of the throwing arm. This article emphasizes lower-body training to increase baseball pitching velocity. Three step-by-step recommended activities, with accompanying research support, include power training in the lower limbs, exploring and maintaining optimized stride length, and timing and mechanics of pitching sequences. The suggested lower body focused training will be beneficial in increasing pitching velocity and reducing the risk of injuries in the throwing arm. These recommendations are crucial for young baseball players, youth baseball coaches, strength coaches, and parents who aim to improve pitching performance while addressing concerns about overtraining and injury prevention.

The purpose of the present study was to examine the effectiveness of a Pilates program in the context of the physical education course at school, on aerobic capacity, muscular strength, muscular endurance, and flexibility of high school students. The voluntary participants were 42 high school students, aged 15 to 17 years, randomly divided into a Pilates group (PG; n = 24) that were taught and practiced Pilates exercises and a control group (CG; n = 18) that participated in the regular physical education school program, during physical education course at school, twice a week, for 45 minutes, for 10 weeks. After the 10-week period, PG significantly improved in all physical fitness parameters, while CG only in muscular endurance. The results demonstrated the very positive effects of the Pilates program as an alternative form of physical activity during the physical education course at school, on physical fitness parameters of high school students.

Among the body's mechanical systems that contribute to anterior cruciate ligament (ACL) injuries, hamstrings, quadriceps, and knee flexor muscles are the most prominent components. A strength imbalance to any of these muscles can cause damage to ACL-associated ligaments (Takahashi et al., 2019). To reduce the incidence of such injuries, it is critical to implement strategies that focus on strengthening these muscles evenly and increase the overall balance, flexibility, and strength of basketball players. This article will share a few exercises that can strengthen ACL-associated muscles and can be easily implemented in a typical high school training session. To increase the effectiveness of these exercises, it is recommended to use therabands.

Purpose: The fact that the sports branch that the athletes are interested in is included in the group of indoor and outdoor sports or team and individual sports can create differences in the motivation levels of the athletes. In this study, it was aimed to compare the motivation levels of team and individual athletes who do sports in Indoor and Outdoor. Method: The Sports-Specific Achievement Motivation Scale (SSAMS) developed by Willis (1982) was used to determine the motivation levels of the athletes in the study. The study consists of athletes who take part in Archery, Athletics, Judo, Tennis, Muaythai, Shooting (Weapon), Volleyball, Football, Basketball, Handball and Field hockey teams in Turkey. A total of 259 athletes, 170 men and 89 women, in these teams were included in the study. Findings: When we compared the motivation levels of individual and team athletes, a significant difference was found in the sub-dimensions of "motivation to show strength", "motivation to approach success" and "avoiding failure" (p < 0.05). While a significant difference in the sub-dimensions of "motivation to show strength" and "motivation to approach success" was in favor of team athletes, "motivation to avoid failure" was found in favor of individual athletes (p < 0.05). Motivation levels of indoor and outdoor athletes. A significant difference was found in the motivation sub-dimensions of "motivation of strength" and "motivation of avoiding failure" of indoor and outdoor athletes (p < 0.05). It is seen that the significant difference is in favor of indoor athletes. Result: As a result; It has been determined that the sports branch differences that the athletes are interested in, the aims of their orientation to sports, the level of communication between the athletes studying physical education and sports training and the people who are in direct and constant communication, and the spatial differences in which the interested sports branch is performed can play an active role in the motivation levels of the athletes. The scarcity of studies on athletes in different branches doing sports in indoor and outdoor areas in the literature has shown that more studies are needed in this area.

The aim of the research was to determine the effect of an 8-week circuit training program on explosive strength and strength endurance in physical education classes intended for high school students. The research included 60 students of two second-grade high school classes. Both classes attended regular physical education classes, where, within the main part of the class, one class had a special program for developing strength through circuit training (circuit group), while the other one had no modifications to the regular physical education program (control group). The classes were randomly marked as circuit group (n = 28) and control group (n = 32). Five strength tests were used in the study: squat jump, countermovement jump, squats, push-ups, and sit-ups. The results showed that the 8-week strength development program organized as circuit training contributed to a significant improvement in strength. The results of all tests showed a significant effect of training on students' strength. It has been determined that short-term circuit training in physical education classes is an effective way to develop students' physical performance.

The purpose of this paper is to determine the relevance of turning the camera on or off during distance learning as an argument for active or passive student participation. Seventy-five (75) students participated in the study and were divided into five groups (1-5) according to teaching method (i.e., synchronous instruction online with camera (1) and without camera (2), synchronous transmission of the recording online with camera (3) and without camera (4) and received the online instruction (5)) only. In the beginning and at the end, all students were tested with the same adapted test to determine general physical and motor status. All groups had the same training program twice a week for 45 minutes for 7 weeks. The first training of the week was dedicated to strength development, the second to endurance. In the end, all participants completed a questionnaire to determine their additional physical activity and how they felt about using a camera. The camera being turned on was identified as a factor that made participants uncomfortable but contributed significantly to the effectiveness of the course. However, 94.6 % of all participants cited non-camera methods as their favourite.

This study was conducted to search the effect of respiratory muscle training on aerobic, anaerobic endurance, and respiratory parameters in primary school students. 32 volunteer students, between the ages of 13-14, participated in this study. The volunteers were divided into experimental (n = 15) and control groups (n = 17). The experimental group participated in the football training of the school team three days a week, with two hours of physical education lessons in a week. Also, respiratory muscle training was applied with the Powerbreathe device for 5 weeks, five days a week in the morning and evening. The control group only participated in the football training of the school team three days a week, with two hours of physical education lessons in a week. Physical measurements, pulse, systolic-diastolic blood pressure, oxygen saturation, lung volume and capacity, aerobic and anaerobic capacity, and inspiratory pressure were measured before and after the study. Physical measurements has been determined that there are differences in the values of FAT, BMR, anaerobic power and MaxVO[subscript 2], respiratory parameters, systolic and diastolic blood pressure (p < 0.05). It was observed that Inspiratory pressure measurement values were found to be statistically significant (p < 0.05). As a result, it can be said that five-week respiratory muscle training positively affects aerobic and anaerobic endurance, respiratory functions, respiratory muscle strength of primary school students compared to students who do regular training.

In this study was to determine the impact of physical education and sports lesson on the physical capacity of children with special egitime needs and on this basis to outline the main directions for of educational process in secondary schools. Totally, 67 students region Kars in the of Turkey from 22 secondary education school participated in this study. They divided into groups according to their gender and health status; children with normal physical and mental development (24 boys, 18 girls; control group) and children with special education needs (15 boys, 10 girls; experimental group). Children's height, weight and Body Mass Index (BMI) were used a standard methodology, a manual dynamometer to measure the strength of the upper limb and a test battery to determine their physical capacity. Regarding inclusive education, questionnaires were collected from physical education teachers. Results were compared with the total sample and between the two target groups. According to the findings of the research, when the change in physical capacity characteristics of boys and girls with and without special education needs is examined; Sprint 20 m, Hand Dynamometer -- appropriate upper limb, Dynamometry -- Inappropriate upper limb, Throwing a thick ball, Jumping to length, Crunches, 400 m running, Depth of inclination, after the experiment; although it has different effects on the physical capacities of children with cognitive, hearing and vision problems, it has not statistically significant compared to the groups In order to develop the physical capacity of children with special educational needs, physical education and sports lesson activities should be increased, and new models should be developed. Limitations, suggestions for future research and implications for practice are discussed.

The purpose of this study is to investigate the differences between physical and some motoric characteristics of university students who participate in regular sports training and those who do not. A total of 20 volunteer students, 10 students with an average age of 20.80 ± 1.69 and 10 students with an average age of 19.90 ± 1.45 without any exercise habits were included in the study. Body circumference measurements, vertical-horizontal jump and strength, flexibility, body mass index, body fat ratio, body circumference measurements, vertical-horizontal jump and claw-back-leg strengths, flexibility, peak and average power values of the participant groups were determined and compared. SPSS 20.0 package program was used to analyze the data. Athlete Students' body density, shoulder circumference, chest circumference, biceps (extension-flexion) circumference, average-peak strength, long-vertical jump, hand claw-back-leg strength were determined to be higher than non-athlete students (p<0.05). Besides, students doing sports; body weight, body mass index, body fat ratio and waist circumference measurement averages were found to be lower than non-athletes (p<0.05). As a result; it has been observed that the participation of young students in regular sports educations can be effective in preventing the risk of obesity and increases their motoric characteristics.

The aim of this study is to determine the most usable of the three most commonly used tests for male and female athletes, which are applied to determine the agility levels of athletes according to sports branches in terms of their basic motor characteristics. The research group consists of a total of 72 volunteer students, 26 females and 46 males, who were studying at the Coaching Department at Bayburt University School of Physical Education and Sports. In the study, the Sit and Reach test, Takkei brand back and leg dynamometer, 20-meter speed test, T-test which is one of the agility tests, the 505 test and Illinois tests were used. In the analysis of the data obtained in the study, descriptive statistics and normality analysis were performed by SPSS 25.0 program. In order to determine the relationship between motoric properties and agility test values Bivariate-Pearson Correlation test was applied. 0.05 was determined as the level of significance. In the study, a negative correlation was found between women's leg strength and T-test, and flexibility values and the 505 test, while a positive correlation was found between the speed values and the Illinois test. And statistically significant and positive correlations were found between men's leg strength and Illinois test, and speed values and T-test. In addition, a negative relationship was found between Illinois test and flexibility values although it is not significant. The study showed that while agility test is preferred; T-test should be preferred for branches requiring strength, Illinois test should be preferred for branches requiring speed and 505 test for branches requiring flexibility in women. For men, T-test should be preferred in branches that require speed, and Illinois test should be preferred in branches that require flexibility. In addition, it shows that the Illinois test should not be preferred in the branches requiring force.

This research was conducted to determine whether there are differences between the norm values used in the evaluation of children who train in different sports and physical education lessons according to the chronological age and biological age of the children. The research group consists of a total of 239 male students of 13 (n=116) and 14 (n=123) chronological years, who study in grades 7 and 8. In addition, the biological ages of the students who make up the research group are calculated and divided into 13(N=140) and 14 (n=86) biological age groups. Within the scope of the research, heights, body weights, body mass indexes and body fat percentages of students were determined as anthropometric variables. Hand grip, leg strength, flexibility, horizontal and vertical jump, medicine ball throwing, ball throwing and sprint running skills were measured as motoric performance variables. The differences of variables according to chronological age and biological age were calculated by the Independent-Samples t-test. According to age groups, the arithmetic mean (x) is shown as 10%. While establishing the norm, the ratings accepted as Canadian criteria were used. In our study, significant differences were found between body weights in 13 and 14 age groups according to both chronological age and biological age. While there is a similarity in 13 age group in terms of heights, difference in favor of biological age was calculated in 14 age group. Even if there is no difference in the comparisons made for the bio motor abilities that are the subject of our study, percentage differences were found in comparing norm values in 10% slices according to chronological age and biological age. Thanks to norm values generated according to both chronological and biological age, the physical condition of the children, strengths and weaknesses related to the level of students in physical education classes, according to the separation of the application groups of children directed to the appropriate sport or the athletes and the students about training programs that will be applied to the course content it is envisaged that the results of this research will provide guidance. In this way, it is thought that by dividing the chronological age and biological age in children, a possible loss of motivation will be prevented in both physical education and training and competitions.

The aim of this study is to investigate the influence of lower and upper extremity strength on shot styles in tennis. 54 males and 19 females training regularly as experimental group and 24 male and 9 female volunteers as control group participated in the study. 24 training sessions were applied to the experimental group participants. Every week in a unit training, accurate and effective shot, practically forehand and backhand, was applied to the subject suitable for the technique and style by shooting 50 balls from the ball machine. The service was performed for each subject from the service point on the baseline line of the court in 20 units in one unit training. Maximum number of heart 30 to 50% of the beats were allocated for 10 min of general warming, and 70 to 80% of the maximum number of heart beats were allocated for quick strength; moreover, practices towards upper and lower extremity were applied beforehand and finger strength trainings. Voluntary participants in the control group were not subjected to any training program. Paired t-test was used for intra-group comparisons in the analysis. Two-way ANOVA was used to compare pre-test and post-test changes in groups with gender effect. Mean and standard deviation were used as descriptive statistics. Significance was determined as p [less than or equal to] 0.05. In conclusions, effective service training should be supported with a good ball thrower and effective material. Therefore, this study is important in terms of evaluating the effect of the tennis ball thrower on the performance of the athletes to correct the shoot techniques and improve their performance.

The aim of this article is to explore the concept of resistance training skill literacy and discuss related strategies to enhance learning, improve adherence and help youth realize the holistic benefits of resistance exercise.

The purpose of this article is to provide recommendations as to how teacher content knowledge can be improved to enhance the efficacy of RT programs for secondary PE students. We offer four recommendations including 1) Embed RT for adolescents content knowledge within physical education teacher education (PETE) programs, 2) Professional development opportunities for in-service teachers, 3) Offer certifications within PETE program course work and professional development opportunities, and 4) Work towards standardization of content knowledge regarding adolescents and RT to provide a starting point for PETE programs and professional developments.

Because fitness and physical activity both tend to decline as students enter their middle school years, it is important to try to establish protocols and interventions to make this student population enjoy being active. Further, it has been shown that shorter exercise sessions are more likely to be executed. Using a high-intensity interval training (HIIT) station intertwined with usual instructional activities in a typical physical education class is one way to achieve these goals. This article gives direction on implementing this approach and provides results for a study to support considering it.

The purpose was to evaluate the intra- and inter-session reliability of hip isometric strength assessment using a frame-stabilized dynamometer (FSD) and to compare the results in the hip adduction (ADD) and abduction (ABD) strength assessment using handheld dynamometer (HHD). Twenty participants (24.2 [2.6] years, 69.3 [10.0] kg) underwent testing on an FSD (ADD and ABD short and long-lever, internal [IR] and external rotation [ER] tests) and using an HHD (ADD and ABD long-lever tests). Analysis revealed excellent (ICC[subscript 2.k] > 0.90) relative intra-set and inter-set reliability for two visits and good reliability for test-retest results (ICC[subscript 2.1] 0.79-0.90), regardless of the test. Among the tests, SEM and MDC were the highest for the IR and ER results. In comparison with HHD, long-lever ADD strength was higher and long-lever ABD strength was lower when measured using FSD. Although both measurements have been shown to be highly reliable, the discrepancy between the devices exists.

The purpose of this article is to provide practical applications for eccentric focused RT through the lens of DI that K-12 PE teachers can incorporate within their curriculums. Within the DI framework, differentiated assessments are key to measure readiness and the product of learning. The Brockport Fitness Tests are presented as a strategy to employ differentiated assessments. Eccentric focused RT protocols and exercises are outlined to accommodate varying ability levels. Additionally, an example weekly plan and workout template are presented as useful examples for teachers to utilize to promote effective and motivating strategies.

The Cognitive Load Theory (CLT) aims to foster learning productively under optimal cognitive loads. Students across all ages and stages of learning have limited capacity due to the human brain's functionality. Therefore, an effective learning design allows for knowledge acquisition that will minimize the loading effect on the working memory and foster the transition of knowledge to unlimited long-term memory. This article introduces the Cognitive Load Theory effects within Kinesiology instructional settings. In specific, the authors share examples of three cognitive load effects: (a) goal-free effect, (b) split attention effect, and (c) redundancy effect; and its implementations within the strength and conditioning for educators' course in higher education settings.

The fact that children have acquired the habit of physical activity therefore becoming physically and mentally healthy individuals has an important role in the formation of a healthy society. Physical activities during childhood and adolescence ensure that sports performance is at the highest level and also contributes to overall health values (Saygin, Karacabey, & Saygin, 2011). The aim of this study is to compare the physical fitness parameters of the male students who take the physical education course with an average age of 7,15 ± 36 years and who are trained in different sports branches. The first-grade students of the Private Yükselen College, who were in Pursaklar District of Ankara Province, participated in the study. For this purpose, physical fitness tests of 65 male students who took courses of physical education and received training in different sports branches were conducted. Significance values were taken as p <0.01 and p <0.05. As the results of the study showed that the speed, agility and muscular force parameters of the males showed faster development, it was observed that the values of the students who took education in different branches were better and a significant difference was observed between them.

The aim of this paper was to examine the selected physical and motoric characteristics of students with mild intellectual disabilities. The total number of the participants was 119 (54 females and 65 males) and the mean age was 10.78 ± 1.88 years. Height, weight, body mass index (BMI), body fat percentage, and body fat mass scores were collected to determine the physical characteristics. Handgrip strength, vertical jump, standing long jump, flexibility, and 20 m speed running tests were performed to determine the motoric characteristics. The data were analyzed using IBM SPSS 22 package program. Descriptive statistical methods were used in the evaluation of the data. The male students performed better than the female students in all motor performance tests except the flexibility test. The older students performed better, as in the previous studies. Most of the students in the study were found to have a low or normal body mass index. However, according to the literature, children with special needs tend to be overweight and obese due to sedentary lifestyle. One reason for this difference might be a small sample size. Other reasons could be different socio-economic backgrounds and different extracurricular physical activity habits.

The aim of this study was to determine the effects of a post activation potential application response in sprinting and change of direction performance. Fifteen physically active, healthy men (age 23.5±2.0 years, height 175.0±7.6 cm, body weight 72.2±8.5 kg, body fat 15.7±2.9 %) voluntarily participated in this study. Cross sectional research design with a single group (n=15) and repeated tests was used and applicants participated in sprint and pro-agility tests 8 minutes after the pre-conditioning (PC) with weight wests that corresponded 5% and 10% of their body weights in different days without pre-conditioning. For PC, 8 minutes before for each 30m sprint and pro-agility tests, they did a resisted running with a weight vest corresponding 5% and 10% of their body weights. Analysis shows that, sprint after PC activity as resistance running with %5 and %10 of body weight (p<0.05) and agility (p<0.05) data showed statistically significant difference. According to the results of Bonferroni post-hoc correction, 30m sprint test times, which were performed 8 minutes after the PC which includes a 30m sprint with weight vests corresponding to 5% of their body weight, showed an increase from control test times, 4.34±0.23 seconds to 4.40±0.24 seconds respectively. This 0.07 second increase is statistically significant (p<0.05). In our study, PAP effect being observed as negative, might be related with the lower body weight percentages of resisted running exercise which was selected for PAP.

The aim of this study was to examine the effect of a physical education(PE) programme targeting strength and endurance development, in which the main activities were rope climbing, pull-ups, an obstacle course, 3000-m running and kickboxing, implemented over a 22-week period and for 260 minutes per week, on the physical development of students. A total of 477 students aged 19-21 (M=20.1 ± 0.8) took part in the study, during which an intensive strength- and endurance-based physical training programme was carried out with the students by experienced physical training instructors over a period of 22 weeks. In order to assess the students' physical development, weight measurement, hand grip, bent arm hang, push-up, sit-up, agility and 20-m shuttle run tests were carried out respectively as pretest and posttest. The tests were completed in two days. The obtained data were examined with paired samples t-test. The varied strength- and endurance-based activities (kickboxing, crossing obstacles, etc.) carried out with a certain intensity and over a specific period by the students made a positive contribution to the development of their strength, endurance (Vo[superscript 2] Max) and agility characteristics.

This study is intended to analyze any improvement in flexibility, balance, strength (hand, grip, arm, torso, leg) and physiological (body weight, body mass index, body fat percentage) parameters for elementary school children with no background of sport climbing in a sport climbing training they attend. The physical and physiological parameters of the subjects were measured at the outset of the study and at the end of month two. Height (H), body weight (W), body mass index (BMI), body fat percentage (BFP), Flamingo Balance Test (FBT) for balance, Sit and Reach Test (SRT) for flexibility, Standing Broad Jump (SBJ) for explosive leg power, Sit-Ups Test (SUT) to be performed in 30 seconds for abdominal strength, Bent Arm Hang (BAH) test for endurance, hand grip strength (HGS) test for grip, and 10 x 5 meter shuttle run (SR) tests for sprint speed were conducted as a part of preliminary and posttests. The subjects took part in a 90-minute sport climbing exercise on a daily basis. The results of the preliminary and posttests pointed to a significant difference of p<0.001 in body weight, body mass index, balance, flexibility, torso strength, arm strength, grip strength and sprint speed, and of p<0.005 in body fat percentage. There was no significant difference between preliminary and post test results of the students who did not take part in any sport climbing exercise. In conclusion, physical and physiological parameters of students who take up sport climbing as early as in an elementary school do improve

This study was conducted on a total of 16 female students studying at the 1st grade of Bingöl University, School of Physical Education and Sports. Students participated in the study voluntarily and divided into 8 experimental groups (EG) and 8 control groups (CG). In the study, height, body weight, dominant hand grip strength, non-dominant hand grip strength, back strength, leg strength, 30-meter speed running, flexibility measurement, vertical jump, long jump tests were applied to the experimental and control groups as pre-test and post-test. Statistical analysis of the study was performed using SPSS 22.0 program. The analysis of the data in-group and intergroup measurements were performed by MANOVA and p < 0.05 was taken as statistical significance level. While there was no statistically significant difference between the experimental group and the control group in terms of pre-test measurement results, there was a statistically significant difference in body fat percentage, body weight, body mass index value in favor of EG in physical measurements after 8-week training. Also, in terms of performance characteristics, according to the post-test measurement results, the differences between experimental and control group dominant hand strength and non-dominant hand strength, 30 m speed average was significant in favor of EG, and again the difference between long jump and vertical jump tests was statistically significant in favor of EG in final test measurement results. As a result, it can be said that 8-week basic badminton training has positive effects on female students both physically and physiologically.

The aim of this study was to investigate the effect of CrossFit and resistance training on maximal strength, isometric strength and strength continuity in recreational student athletes. 28 healthy male volunteer students who were doing sport for recreational purposes participated in the study. After the participants were randomly divided into two groups, strength tests were performed and body composition measurements were taken before and after the 16-week training period. Bench press and squat were applied to determine maximal force; leg and handgrip strength were applied to determine isometric force; pull-up and push-up tests were applied to determine the continuity of strength. Body composition measurements were performed with electronic scales. Statistical analyses were performed with SPSS 21.0 program. Significance level was accepted as p <0.05. The CrossFit training program included consecutive 5 pull-ups, 10 push-ups and 15 squat exercises for 20 minutes (CrossFit-Cindy). Resistance training program consisted of 3 sets of bench press, lat pull down, leg press, biceps curl and triceps extension exercises with 3 minute intervals using 70% of the weights the participants could perform with pre-determined maximum 1 repetition. The results of the study showed that body fat percentages of both groups decreased significantly, performance variables increased significantly and body weight did not change significantly. In addition, the increase in push-up exercise was higher in the CrossFit group than in the resistance group. Thus, this study shows that although CrossFit training is short-termed, it can be used as an alternative to classical resistance training.

This study intends to examine the relationship between strength and speed in Cumhuriyet Elementary School in Samsun. The study group consists of 240 students (120 boys and 120 girls) aged 11-14 years who participated voluntarily in the study through random selection. This study investigated the relationship among the values of leg and back strength, 30-second sit-up, standing long jump, vertical jump, reaction time, and 10 m and 20 m sprint running of 5th through 8th graders. Intragroup strength and speed relationships of each class and gender were examined separately in the study. Data were analyzed through Pearson product-moment correlation coefficient in SPSS package program with a 0.05 margin of error (p < 0.05). As a result of the study, it was observed that the strength and speed increased in conjunction with the age variable and there was a significant negative correlation between 10 m and 20 m sprint running and strength values. That is, the sprint running time decreased as the strength increased. According to the results obtained in the study, it was seen that there was a significant relationship between strength and speed in school children aged 11-14 years and that speed and strength performances affected each other. However, no significant linear relationship was found between reaction time and strength.

Background: Project Fit America (PFA) curriculum was initiated in 1990 with a mission to provide opportunities for all American children to be fit with unique lessons and outdoor fitness equipment. Purpose: In this study, the physical education (PE) fitness testing scores of elementary school students were examined to determine the effect of PFA curriculum inclusion. Methods: A total of 72 (M= 31, F=41) 4th and 5th grade students participated. Students were divided into one of four groups: males experiencing (EM) or not experiencing (NEM) the PFA curriculum and females experiencing (EF) and not experiencing (NEF) the PFA curriculum. At this school, fitness testing was completed twice a year as part of regular PE assessment and included the following activities: cadence push-ups, cadence curl-ups, sit and reach, and the Progressive Aerobic Cardiovascular Endurance Run (PACER) test. Findings: The EM group showed significant increases in their post-test scores for both curl-ups (t(20) = -2.348, p = 0.029) and PACER (t(19) = -2.806, p = 0.011) while the EF group showed significant increases for average sit and reach (t(25) = -2.518, p = 0.019) only. The NEM group showed significantly greater post-test scores for curl-ups (t(9) = -2.427, p = 0.038). The NEF group showed no significant increases for any of the four tests. Conclusion: The results of this study indicate that PFA inclusion serves to improve student's physical fitness measures.

The purpose of this study was to investigate the effects of 6-week exercises performed by elastic resistance band on functional performance (balance, agility, hand grip strength and flexibility) in children aged 8-9 years. So, 102 students participated in this study according to pre-test and post-test design. Participants were divided into two groups: experimental group (n=50, height: 134.0 ± 6.3 cm, mass: 30.9 ± 7.9 kg, age: 8.6 ± 0.5 years) and control group (n=52, height: 135.0 ± 6.2 cm, mass: 32.4 ± 5.9 kg, age: 8.6 ± 0.6 years). The experimental group performed exercises using elastic resistance bands of lightness grade at the same time of day (45 minutes/day, 3 days/week), and the control group did not participate in any physical activity. Balance was measured by Flamingo Test, agility by Ilinois, flexibility by sit and reach box and strength was measured by hand-grip dynamometer. It was determined that 6-week exercises performed by elastic resistance band increased significantly the hand grip strength; however there was no statistically significant effect on balance, agility and flexibility abilities. The inclusion of elastic resistance band exercises in the context of school activity programs can improve children's strengths. For this reason, exercises performed by elastic resistance bands for more than 6 weeks can be added to activity programs in school as an economical, fun and reliable way to improve the hand-grip performance of children.

In the study, it is aimed to determine whether there is any improvement in the physical performance development of the individuals, who have made exercise with OPT MODEL -EMS mix. and traditional PT models within the 20-week exercise program. In the study, pre-test, posttest, experimental screening by pattern methods are used. Study groups consist of 30 individuals, who are healthy and voluntary, continuing the fitness centers in Netherlands (OPT-EMS; n=30) and in Turkey (PT; n=30). After the data obtained is entered in computer environment; the arithmetic means (X), standard deviations (ss) of the research groups are taken and the Paired Samples t-test is applied for the differences between the pre-test and posttest. Significance level is examined at p<0.05 level. When the study findings are examined, statistically significant differences are observed in the push-up, squat, crunch, plank and Max Vo2 performance measurements of the participants in 20-week OPT-EMS group (p<0.05). Also, a statistically significant difference is found in the left hand grip and plant test performance measurements of the participants in 20-week PT group (p<0.05). As a result, the OPT model, which is an innovative approach and has five different training phases, and the continuation of training with EMG for a certain period of time can be said to contribute to the physical performance. In addition, in case PT training content is prepared according to the individual, it is considered that it will contribute to physical performance.

In this study, it was aimed to investigate whether basic swimming training has effects on height, body weight, right and left hand grip strength, right and left hand lengths, shoulder width, chest circumference, standing long jump characteristics. The study is important in terms of making individuals in the growth period and investigating the physical development of major technical studies from force studies. It is known that regular sport has also developed physical features along with many other features. However, there is not a complete consensus about the sport, its violence, its frequency and duration. The study using the experimental research method included 114 individuals with a mean age of 11.03 ± 1.23 years. The study group, consisting of 58 subjects, received regular swimming lessons twice a week for two hours at a time over a period of 7 months. The sedentary control group included 56 subjects who received no sports instruction apart from their standard physical education classes. Prior to the start of the study, measurements were taken for height, body mass, right and left hand grip strength, right and left hand length, shoulder width, chest circumference, and standing long jump for both groups. The same measurements were taken again 7 months later, at the conclusion of the study. The differences between the initial and final measurements of both the study group and the control group were statistically compared within the group and between the groups. In this comparison, the General Linear Model method was used in the SPSS 21 Package program. As a result, it was found that the increase in height, body weight, right hand grip strength, right and left hand lengths, chest circumference and standing long jump mean values of swimming training subjects were found to be different at p <0.001 in the control group in seven months period. It was also found that the increase in the mean value of left hand grip strength in both groups was significantly different in favor of swimming training subjects (p <0.005). The increase in shoulder width mean values of the study group and the control group did not differ between the groups (p> 0,005).

The present study investigated the effects of the taekwondo training given to the children on their strength-agility and body coordination levels. Participants were 42 school children who are 7 to 10 years old. They were divided into the girls' experimental (n = 9, X = 9.34±1.22 years, height = 134.44±12.77 cm, body weight = 34.16±12.04 kg, BMI [Body Mass Index] = 18.42±3.98 (kg/m[superscript 2]) and control (n= 8, X= 8.60±1.17 years, height = 129.12±9.52 cm, body weight = 31.01±7.85 kg, BMI = 18.29±2.31 (kg/m2 ) groups; and boys' experimental (n= 13, X= 9.05±0.78 years, height = 135.23±6.95 cm, body weight = 32.81±7.46 kg, BMI = 17.77±2.99 (kg/m2 ) and control (n= 12, X= 9.06±1.03 years, height = 132.16±9.62 cm, body weight = 29.95±7.45 kg, BMI = 16.94±2.43 (kg/m [superscript 2]) groups. The experimental groups of both boys and girls took a standardised group exercise program led by the taekwondo coaches, which lasted for three times a week in 12 weeks, while control groups of both boys and girls did not take any trainig. The bilateral coordination, balance, running speed-agility and strength of subtests of the Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2) were employed before and after training. The results indicated that a statistically significant difference was found between strength & agility post-test values in girls. When the time interaction experimental and control groups of boys and girls were examined, a statistically significant difference was found between body coordination and strength-agility values. It was concluded that a 12-week taekwondo training given to the children in the 7-10 age group has increased the body coordination and strength-agility levels of the girls and boys.

This study aims to analyze the relationship among somatotype structures, leg volume, leg mass, anaerobic strength and flexibility of elite male athletes in different branches. 90 male athletes who study at School of Physical Education and Sport at University of Kirsehir Ahi Evran and are active in wrestling (n = 15), gymnastics (15), football (15), handball (15), volleyball (15) and basketball (n = 15) voluntarily participated in this study. Somatotype structures, leg volumes and leg masses of the participants were determined using Heath-Carter, Frustum and Hanavan methods, respectively. Vertical jump test was used to measure anaerobic performance, while sit-and-reach test was used for flexibility performance. Spearman correlation analysis was performed using SPSS 22.0 package program for Windows, and the level of significance was taken as 0.05. As a result, a significant correlation was found between leg volume and mass and anaerobic performance values in football, volleyball, basketball, handball, wrestling and gymnastics, which indicates a decisive role in anaerobic performance. It was observed that athletes with a higher amount of leg volume and mass display a better anaerobic performance. The width of femur circumference and a high amount of muscle mass and fiber in the femur lead to a higher strength in muscles and maximizes the strength.

The aim of this study is to investigate the effect of two different types of core training applied during the season on the strength performance and football technical skills of young footballers. A total of 18 footballers average age was 15 ± 0.8years voluntarily participated in the study. Two different core trainings were applied in addition to football technical skills. Before and after the study, the sit-up, standing long jump, push-up, dribbling, passing and shooting performances of players were observed. Data were assessed with the SPSS. In the dynamic group there were statistically significant improvements in all variables apart from shooting and passing, while the static group had statistically significant development of all variables apart from shooting. The control group only had statistically significant development for sit-up performance. While development sufficient to form significant differences between the variables observed in the experimental groups was not observed, there were significant differences for all variables when compared with the control group apart from shooting performance. In conclusion, footballers with eight-week dynamic and static core training added to in-season football training had similar levels of development in terms of strength and football technical skills, with significant development of strength, dribbling and passing skills when compared to a group without core training. In light of this data, eight-week dynamic and static strength training applied to footballers in the development period may be said to be an effective method to develop abdominal muscle strength and explosive strength performance and to develop dribbling and passing skills unique to football.

In this study, it was aimed to assess the effects of core training on the vertical jump strength and some motor characteristics of 14-16 aged female volleyball players. Thirty-four female athletes playing volleyball in Van province participated in the study voluntarily. The average age of volleyball players is 15.47, the weight average is 53.66 kg and the average height is 164.29 cm. The athletes participating in the study were randomly divided into two groups as control groups (n = 17) and experimental groups (n = 17). Control group joined only the volleyball training. Experimental group participated in the 10-week, 3-days-a-week core training in addition to the volleyball training. Measurements were taken before and after the study. Intra-group and inter-group, pre-test, post-test values were calculated using SPSS package program. The students' t-test was used to compare pre-training and post-training tests of control group and experimental groups. The paired sample (dependent sample) t-test was used to compare the first and last tests of both groups. Vertical jumping, upper extremity strength, lower extremity strength, strength of the trunk muscles were found to be improved and body fat percentages were found to be decreased in the experimental group. As a result, it can be said that a 10 week core training improved jumping strength and core strength.

The purpose of this article is to highlight how a community partnership between a Northeastern U.S. university and a racially/socioeconomically diverse local elementary school (58.3% students on free/reduced lunch) impacted learners in both physical education programs. Based on the Comprehensive School Physical Activity Program model, community partnership can help support students to be physically active. This community partnership focused on achieving the National Physical Education Standards.

This study aimed to analyze whether judo experience, somatic maturation, growth, and physical capacities discriminate young judo athletes from different competitive levels (state and national). Sixty-six young male judo athletes (36 from state and 30 from national level) participated in this study, divided from the annual competitive season. The assessments were performed in two stages separated by 48 hours: anthropometric measurements and physical tests (standing long jump -- SLJ, medicine ball throw test-MBT, handgrip strength test -- HGS, Special Judo Fitness Test -- SJFT and Judogi Grip Isometric Strength Test--JGST). Judo athletes were asked for their date of birth and judo experience. T-test and discriminant analysis were used to compare and discriminate the variables between young judo athletes from state and national groups with the level of significance set at 5%. The main results showed that stature, judo experience, JGST, and SLJ performance were higher in the national group (p < 0.05) and could adequately discriminate competitive levels (structural coefficient >30, p < 0.001). It was concluded that young male judo athletes who compete at the national level are taller, more experienced, and present superior physical performance in tests related to strength and power than athletes from the state group of the same age.

The FitnessGram program has prioritized the use of evidence-based, criterion-referenced standards to advance health-related fitness assessments in physical education. The Institute of Medicine (IOM) highlighted the importance of strength and power for youth fitness assessment and surveillance. The report specifically recommended the use of handgrip and long-jump, but a barrier to adoption was the lack of criterion-referenced standards to categorize and evaluate performance. The purpose of this paper is to provide an overview of a multi-faceted research initiative focused on advancing research on musculoskeletal fitness assessments in youth. The report chronicles the concepts, approaches, and considerations that shaped the plans for this large-scale research effort aimed at developing robust criterion-referenced fitness standards for these assessments.

The study examined the sensitivity to change of field assessments of handgrip strength and vertical jump following programmatic interventions in physical education settings. Using a naturalistic experimental design, classes of 6th grade students (N = 158) were randomized to receive either an 8-week musculoskeletal strength or plyometric power program in physical education. Two-way repeated measures (program*time) ANOVAs were used to examine pre-post changes in handgrip and vertical jump tests. Results of the two-way ANOVA examining changes in vertical jump scores revealed a statistically significant program*time interaction effect (p < 0.001) with larger gains in the plyometric power group. The parallel analysis on handgrip was not statistically significant, but percent changes in handgrip scores were larger in the musculoskeletal strength group. The results are consistent with the specificity principle and demonstrate that field-based musculoskeletal fitness assessments are sensitive to change if students receive appropriately designed musculoskeletal programming in physical education classes.

Research indicates that resistance training provides many health and fitness benefits to children and adolescents as long as proper guidelines and training provided such as increased, muscle strength, muscle power-endurance, bone mineral density, improved motor skill performance and reduced sport injuries. As a result, resistance bands training could be an affordable and appropriate training at home for children with proper training and supervision during the COVID-19 pandemic. Therefore, the purpose of this article is to provide guidelines about how to train children using resistance bands.

Working and learning from home as a result of the COVID-19 pandemic resulted in a national decline in physical activity. This, coupled with excessive sitting from remote learning, can lead to postural complications with negative consequences. This article offers physical educators the tools to educate students on how to assess their posture, strengthen or lengthen key muscle groups, and perform appropriate exercises to avoid headaches, back pain, and spinal degeneration. A workout routine along with supporting photos and illustrations are included.

Once the COVID-19 pandemic occurred in the United States, social distancing measures that included closing sport facilities, recreational facilities, schools, restaurants, entertainment venues, and so on were put in place to decrease the spread of the virus. This posed a unique challenge for physical education (PE) instructors as they were left to determine possibilities to continue to teach through an online platform. While the Department of Physical Education (DPE) at the United States Military Academy at West Point (USMA) was in a similar position, the determination by school officials was that the mission of the school was not achievable via distance. Therefore, the school returned to West Point and held online academic classes that students attended from their own rooms, except for PE classes, which were conducted in person. This choice was made because it was determined that the mission of the department would not be able to be achieved in an online platform. The aim of this article is to demonstrate how USMA was able to design and implement a successful, in-person physical education curriculum during the COVID-19 pandemic that could relate to a public high school, a boarding school, or a higher education institution.

The application of strength and conditioning principles and concepts are built into the national standards and grade-level outcomes; however, the prevailing FITT formula does not meet the needs of students today. Instead of one standard workout program for all, students need to learn about a nonlinear, or undulating, program that provides options for training different ways. Many students are exposed to fitness activities off campus when attending gyms, seeing infomercials on tv, and lifting with their sport coach but may need a quality physical education program to ensure adequate learning of up-to-date research into strength and conditioning.

The aim of this study is to examine the effects of rope-jump training program in physical education lessons on strength, speed and VO[subscript 2] max in 10-12 year old boys. 240 male students; rope-jump group (n = 120) and control group (n = 120) participated in the study. Rope-Jump group continued 10 weeks of regular physical education and sport lessons and at the same time rope jump training program exercise 3 days a week, while the control group continued physical education and sports lessons only. Body weight, body fat percentage, leg strength, 20m speed test and VO[subscript 2] max test measurements were taken before and after the 10 week period in both groups. The obtained data were evaluated in the SPSS 16 program. In the statistical analysis, t test was used in dependent and independent groups. As a result of pre-test and post-test, significant differences were found in all parameters except speed of control group (p<0.05). When the measurement differences between pre-test and post-test were compared according to the groups, it was determined that weight, body fat ratio, 20m sprint, VO[subscript 2] max and leg strength measurements were significantly different in favor of rope jump group (p<0.05). In 10-12 year old boys, rope-jump training program was the result of having a positive effect on strength, VO[subscript 2] max and especially speed. As a result, the inclusion of rope-jump programs in physical education and sports lesson curriculum, and in sports branch training programs may contribute to the development of children's motor skills and accelerate the development of the children.

The core area is made up of muscles, which surrounds the human body like a corset and acts in the stabilization of the body. Core stabilization training can strengthen muscles in this area and provide better stabilization. The purpose of this study is; investigate of the effect of 8-weeks core stabilization training on the FMS (Functional Movement Screen) test scores of 12-14 age group male basketballs. 27 healthy athletes (Experiment Group n=14, 13.14±0.663 ages -- Control Group n=13, 13.15±0.801 ages) participated in the study. The experimental group was given 8 weeks to core stabilization training. Before the training, the Functional Movement Screen test was applied to the Pre-post test and the scores were evaluated. Statistical analysis SPSS 22 software package was performed taking into account the confidence parameter (p <0.05). Median and IQR values were used in the descriptive statistics because the data were not normally distributed. Statistical significance was analyzed between FMS (Functional Movement Screen) pre-post test scores according to the analysis results. There was no significant difference (r:0.59; p<0.05) in the pre-post FMS values for the Control Group. When the FMS values were compared for the Experimental Group, a significant difference was found (r:0.42; p<0.05). This study has achieved the result that FMS developed the movement patterns and the performance of the performance athletes increased the quality of the functional movements. Results that are more accurate can be achieved with a study conducted with a larger sample group. [Paper presented at the International Sport Sciences Congress (15th, Antalya, Turkey, November 15-18).]

The adoption of compensatory movement patterns occurs when limitations in mobility, stability, or motor control prevent proper motion from occurring. These dysfunctional movements may inhibit fundamental motor skill development and negatively influence perceived movement competence, impeding the development of physical literacy. Therefore, this study examined the relationship between functional movement and perceived and actual motor skill competence in young adolescents. Functional movement proficiency was determined using the Functional Movement Screen (FMS™), which provides three variables of interest: (a) FMS™ total score, (b) number of asymmetries, and (c) number of movement pattern dysfunctions. Perceived physical competence was assessed through the Children and Youth Physical Self-Perception Profile. Finally, the Get Skilled: Get Active process-oriented motor skill assessment was used to evaluate vertical jump, kick, run, and overhand throw proficiency. A significant positive correlation between FMS™ total score and vertical jump performance was found. A positive relationship was also found between the number of asymmetries and overhand throw performance. The Children and Youth Physical Self-Perception Profile constructs of body attractiveness and physical condition were positively associated with FMS™ total score, and physical condition was also shown to be inversely related to the number of movement pattern dysfunctions. Results suggest that functional movement may underpin movement competence and confidence.

As adults with Down syndrome (DS) age, their strength decreases resulting in difficulty performing activities of daily living. In the current study, we investigated the use of video modeling for teaching three adults with DS to perform weight lifting techniques. A multiple probe design across behaviors (i.e., lifts) was used to evaluate intervention effectiveness. Data indicated variable effects across participants and lifting techniques. Limitations and suggestions for future research are discussed.

Many studies indicate that a physical fitness characteristic is an important marker for healthy body and healthy mind. The major purpose of this study is to explore the levels of physical fitness of the students between 11 and 13 years of age. The participants of this study are 251 volunteer students including 95 boys and 156 girls between the ages 11 and 13 who participated at physical education lessons two times a week. The students were assessed for six anthropometric characteristics and five physical tests. Mean, standard deviation, and multiple comparisons were used for statistical analyses to find out differences between sexes with ANOVA, and Bonferoni Tests for differences between ages. Anthropometric measurements were reported as body mass index, height, weight, arm span, waist and hip and physical fitness traits such as agility, balance and strength. The findings suggest some differences between female and male students and between ages; male participants obtained higher results as means compared to female participants.

The aim of this study is to investigate whether the biomotor capacities of boys doing table tennis trainings are affected. A total of 40 students, as randomly selected 20 test groups and 20 control groups at an age range of 10-12 participated in the research. Statistical analysis of data was performed using Statistic Package for Social Science (SPSS) 20.0 statistical package program. Mann Whitney "U" Test was used in comparison of two variable groups, and the result being p<0.05 was considered significant when examined statistically. In pre-test and final-test comparisons of the subjects, it was detected that the statistical differences between flexibility, vertical jump, standing long jump, 30 m sprint, anaerobic strength, maximal oxygen capacity (MaxVO2) right and left hand grip strength, visual and audio reaction times, resting heart rate, and forced expiration volume (FEV) and FEV1 measurements were significant in favor of the test group (p <0.05), while there was no statistically significant differences between the two groups in height, body weight, body fat percentage, body mass index, systolic and diastolic blood pressure, and vital capacity (VC) and forced vital capacity (FVC) values (p >0.05). At the end of this study, it was observed that table tennis trainings provided positive contributions to biomotor capacities in boys of the group aged 10-12.

This research evaluated the effects of resistance training with upper body plyometric effects on the performance of male basketball players. Sixteen males in the physical education and sport science faculty of Ataturk University were randomly determined into two groups. The experimental group performed a combined strength and plyometric training twice a week for six weeks. Also, experimental group subjected basketball training (2 h), once a week that was separated from strength with plyometric sessions. The control group only participated in basketball skills training, two hours a week. Pre-test and post-test on upper body strength, grip strength, vertical jump and American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) battery of tests were collected for basketball players. Results showed a significant main interaction of intervention and test time on passing skill at F (1, 7) = 0.50, p < 0.05, partial ?[superscript 2] = 0.07. In conclusion, a six-weeks strength and upper body plyometric has significantly lower passing score in compare to the control.