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Performance in the supine-to-stand (STS) task is an important functional and health marker throughout life, but the evaluation methods and some correlates can impact it. This article aims to examine the studies that assessed the performance of the STS task of young people, adults and the elderly. Evidence of the association between the STS task and body weight status, musculoskeletal fitness and physical activity was investigated, and a general protocol was proposed. MEDLINE/Pubmed and Web of Science databases were accessed for searching studies measuring the STS task directly; identification, objective, design, sample, protocols and results data were extracted; the risk of bias was assessed (PROSPERO CRD42017055693). From 13,155 studies, 37 were included, and all demonstrated a low to moderate risk of bias. The STS task was applied in all world, but the protocols varied across studies, and they lacked detail; robust evidence demonstrating the association between STS task and musculoskeletal fitness was found; there was limited research examining body weight status, physical activity and the STS task performance. In conclusion, the STS task seems to be a universal tool to track motor functional competence and musculoskeletal fitness throughout life for clinical or research purposes.

The aim of this study was to investigate the volleyball setter’s decisionmaking on tipping, based on spatiotemporal variables of interaction between players and between players and the game environment. The sample consisted of 172 sequences of 20 volleyball games from 6 male and 10 female teams. The actions selected for analysis were 86 tips and 86 sets (control group), both made by the setters. From the players’ x and y coordinates of displacement trajectory, 37 spatiotemporal measures of players’ interaction were calculated as dependent variables, which were analysed by multivariate analysis of variance. Results showed that tips and sets differed in terms of (i) final area between opponents, (ii) displacement of setter to reach the ball, (iii) displacement velocity of setter to reach the ball, (iv) distance between setter and net in the initial moment, (v) distance between setter and net in the final moment, (vi) pass velocity and (vii) final distance between setter and blockers. It was concluded that these variables formed a spatiotemporal configuration of the game that influenced the setter’s decision-making on tipping.

Este estudo investigou possiveis diferencas nos movimentos fundamentais entre pre-escolares que participam regularmente da pratica de esportes e pre-escolares que participam apenas de Educacao Fisica escolar, incluindo comparacao entre as idades. Doze criancas que tiveram semanalmente duas aulas de EF formaram o grupo Educacao Fisica (GEF) e outras doze que tiveram semanalmente duas aulas de EF e duas aulas de GA formaram o grupo GA. Para a avaliacao dos padroes fundamentais de movimento, foi utilizado o Modelo de Avaliacao Instrumental dos Movimentos Fundamentais. Os dados foram avaliados por componente conforme a lista de checagem, no qual cada padrao de movimento pode ser classificado em padrao inicial, elementar ou maduro. Os dados foram analisados em relacao a distribuicao (porcentagem) em cada nivel de desenvolvimento. Os resultados indicaram que as criancas do GA apresentaram melhores resultados em relacao ao GEF, exceto nos movimentos manipulativos. Desta forma, concluimos que as aulas de GA aliadas as de EF escolar contribuiram para um melhor desenvolvimento motor em relacao as criancas que faziam apenas Educacao Fisica escolar. Palavras chave: Habilidades Fundamentais; Ginastica Artistica; Educacao Fisica escolar. ABSTRACT This study investigated possible differences in the level of development of fundamental motor skills among preschool aged 4 and 7 years who regularly participate in sports (Artistic Gymnastics and Physical Education) and preschool children of the same age who participate only of Physical Education (PE) school, including comparison between ages. Twelve children who had two weekly PE classes formed the Physics Education Group (GEF) and twelve other children who had two weekly PE classes and two classes GA formed the group GA. For the evaluation of fundamental movement patterns, we used the model Instrumental Assessment of Fundamental Movements. Data were evaluated by component as a checklist in which each movement pattern can be classified into initial, elementary or mature pattern. The data were analyzed for distribution (percentage) at each level of development. The results showed that children of GA showed better results compared to the GEF, except the fundamental skills of manipulation. Thus, we conclude that the lessons GA contributed to a better motor skills development locomotion and stabilization. Key words: Fundamental skills; Artistic Gymnastics; Physical Education. RESUMEN Este estudio investigo las posibles diferencias en los movimientos fundamentales entre los ninos en edad preescolar que participan regularmente en la practica de los deportes y en edad preescolar que participan solo de laEducacion Fisica, incluyendo La comparacion de las edades. Doce ninos que tenian dos clases de educacion fisica semanales formaron el grupo de Educacion Fisica (EF) y otros doce que tenian dos clases de educacion fisica semanales y dos clases de gimnasia artistica, el grupo (GA). Para la evaluacion de los padrones fundamentales de movimiento, se utilizo el modelo de Evaluacion Instrumental de Movimientos Fundamentales. Los datos fueron evaluados por componente como una lista en la que cada padron de movimiento se puede clasificar en padron inicial, primaria o madura. Se analizaron los datos para La distribucion (porcentaje) en cada nivel de desarrollo. Los resultados indicaron que los ninos de GA mostraron mejores resultados em relacion AL grupo EF, excepto em los movimientos de manipulacion. Por lo tanto, se concluye que las clases GA aliados de las clases de EF contribuyeron a um mejor desarrollo motor en relacion con los ninos que eran simplemente Del grupo de Educacion Fisica. Palabra Clave: Habilidades fundamentales; Gimnasia artistica; Educacion Fisica.

Kick performance, anthropometric characteristics, slalom, and linear running were assessed in 49 (24 elite, 25 nonelite) postpubertal indoor soccer players in order to (a) verify whether anthropometric characteristics and physical and technical capacities can distinguish players of different competitive levels, (b) compare the kicking kinematics of these groups, with and without a defined target, and (c) compare results on the assessments and coaches' subjective rankings of the players. Thigh circumference and specific technical capacities differentiated the players by level of play; cluster analysis correctly classified 77.5% of the players. The correlation between players' standardized measures and the coaches' rankings was 0.29. Anthropometric characteristics and physical capacities do not necessarily differentiate players at post-pubertal stages and should not be overvalued during early development. Considering the coaches' rankings, performance measures outside the specific game conditions may not be useful in identification of talented players.