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This research aimed to measure the fist speed and strength of Elite Kick Boxers from TRNC and the Republic of Turkey, which are the basic techniques of hand smacking. Since measuring with scientific precision technological devices is not suitable due to the dress code in the competitions, punch counts, speeds and strengths were measured by re-creating a similar environment simulation to the competition conditions and wrapping the bandages on the hands through high-precision Corner Boxing Technology sensors under the hand bandages. The number and speed of direct punches hit by the athletes in the competitions increased compared to other punch types, and then the number and speed of crochet punches also increased. This research has not been done in the TRNC and Turkey before, and it is an authentic study. The results of this research will contribute to both the TRNC and the Turkish national teams in terms of the re-establishment of the training and competition strategies.

Basketball, as one of the most popular sports courses in Chinese colleges and universities, has always been taught in a traditional ball teaching method, which has caused many problems in students' learning effects, such as poor basketball tactics, weaker physical fitness and so on. Therefore, it is imperative to reform the basketball courses in colleges and universities. Accordingly, this paper is aimed to explore the effects of the Teaching Games for Understanding (TGFU) method in basketball courses on male students from the Class of 2023, a university in Shanghai, China, in terms of their basketball tactics and physical fitness. The study sampled 60 students randomly selected from 1850 students who took the optional basketball courses. The selected students were divided into two classes, either with 30 students: the experimental classes taught with the TGFU method and the control class taught with the traditional method. The data were collected from the pre-tests and post-tests of both classes and analyzed by the tool Statistic Package for Social Science (SPSS 24.0). Including the calculation of average values and standard deviation for T-test. It is found that the TGFU adopted in the basketball courses has significantly improved students' basketball tactics and physical fitness, and that this method is advised to apply in college courses for students of all grades.

The prediction of physical ability is a key point to understand the physical training effect of college students. This paper uses the error Back Propagation neural network algorithms to investigate the college students' physical test results, and predicts the future trends of the results. The findings indicate that, in future ten years, the physical test grades of both men and women will slip to a certain extent. It implies that the indicators of speed, power, endurance level and physical strength of college students keep going down. This phenomenon should be paid attention to. It is necessary to strength the exercise consciousness, and stimulates the enthusiasm of students' exercise.

With this study we aimed to investigate the impact of a 12-week manipulative skills exercise programme on the motor proficiency of young individuals with intellectual disabilities. A total of 32 learners diagnosed with mild intellectual disabilities, with an average age of 17.81 ± 1.44 years, were divided into 2 equal-sized groups: a control group and an experimental group engaged in a manipulative skills intervention programme. Motor proficiency was assessed using the shortform of the Bruininks-Oseretsky Test of Motor Proficiency Second Edition (BOT™-2), while the participants' coordination level was evaluated using the Body Coordination composite of the BOT™-2. Results show that the manipulative skills intervention programme led to significant improvements in the experimental group's total motor proficiency score on the shortform BOT™-2 (45.31 ± 12.01 vs. 37.12 ± 7.00, ANCOVA: F = 48.65, p = 0.00) as well as the Body Coordination composite(42.69 ± 11.31 vs. 39.84 ± 11.75, ANCOVA: F = 44.35, p = 0.00). These findings suggest that the experimental exercise programme had a positive effect on enhancing the motor proficiency of young individuals with mild intellectual disabilities.

Background: Walk tests are common gait speed and endurance assessments. Shorter test versions could benefit adults with intellectual disability. Thus, the concurrent validity of shorter tests was studied. Methods: Thirty-five adults with mild to moderate intellectual disability, aged 21-64 years, were assessed with the 4-m walk test, 10-m walk test for gait speed, 2-min walk test, and 6-min walk test for endurance. Correlation and Bland--Altman plots analyses were used to establish concurrent validity between shorter and standard tests. Results: Strong positive relationships were found for gait speed tests, r = 0.94, p < 0.001, and endurance tests, r = 0.83, p < 0.001, and differences between shorter and standard tests were within limits of agreement. Conclusions: The concurrent validity of shorter walk tests was established in this study. This would mean that adults with intellectual disability with lower levels of fitness could be assessed.

Sustained motivation for Daily Mile participation at higher physical activity intensities may contribute to the attainment of children's daily moderate-to-vigorous physical activity (MVPA) targets and long-term health benefits. However, individual variability exists in the amount of MVPA accumulated by children during the Daily Mile. The current study explored children's motivation for participating in the Daily Mile at MVPA intensity, using a theory of planned behaviour framework. Twenty-five children (mean age = 10.07 ± 0.60 years) from the Northwest of England were recruited to the study; 52% were female and 88% were White. Participants completed a questionnaire, with an open-ended response format, probing behavioural, control, and normative beliefs for participation in the Daily Mile at MVPA intensity. Template analysis was conducted independently by two researchers to identify main themes and subthemes. Findings showed that children possessed a range of behavioural, control, and normative beliefs about MVPA participation during the Daily Mile. Prominent behavioural beliefs included fitness enhancement, implications for concentration and learning, positive affective states, and pain and discomfort. Key control beliefs included weather, space and health restrictions, and distractions from peers. Finally, peers and parents were salient normative beliefs. Children possessed a range of modal beliefs in relation to MVPA participation during the Daily Mile. Implications of the findings, and methods for practitioners seeking to maximise the contribution of the Daily Mile to children's daily MVPA targets are discussed.

Objective: Brisk walking helps postmenopausal women to maintain body weight and fat mass losses as well cardiorespiratory fitness (CRF) and to feel better. However, these long-term benefits have not been fully examined. The aims of this study were to compare the effects of a 2-year follow-up with those of a 4-month walking programme on body composition, resting blood pressure (BP), CRF and perceived health of 248 sedentary postmenopausal women (60 ± 5 years) with overweight-to-moderate obesity (body mass index, BMI, 30 ± 4 kg/m[superscript 2]). Method: From the study-population, 196 women engaged in an outdoor walking programme consisting of three sessions of 45 minutes/week at 60% of their heart rate reserve (initially exercised, IEx, group), and another 52 formed the initial control group (ICo). Ninety-one IEx and 18 ICo women were re-examined 2 years later, for all outcomes. Results: In IEx women, decreased body weight, fat mass and BP versus the increased CRF (0.0001 < p < 0.001) as well as improvements in four on six items of perceived health (0.0001 < p < 0.05) were maintained at follow-up. In ICo women, reduced BP and improved perceived healthy balanced diet were the only benefits at follow-up (p < 0.05). Of the 91 IEx women, 70 remained physically active (60 minutes/week), and 46 of them engaged in physical activity more than 150 minutes/week. In ICo women, 16 became physically active (60 minutes/week), while 9 of them reached 150 minutes/week. Conclusion: The regular practice of brisk walking in greenspaces could thus be considered a useful health education strategy for middle-aged women.

Background: For older Latinos, some benefits of leisure-time physical activity (LTPA) include enhanced cognitive functioning, decreased loneliness, and reduced premature mortality. Despite LTPA benefits, adults [greater than or equal to]50 years are one of the most inactive age groups in the United States. Methods: This qualitative study aimed to add to the limited evidence of LTPA in older Latino adults by exploring the barriers and facilitators for fitness class uptake and park use. Guided by a Social-Ecological Model of Health and Social Determinants of Health theoretical and a phenomenological research design, qualitative research data were collected via 27 personal interviews with Latino adults using a semistructured interview guide. Participants were recruited using purposive sampling strategies in collaboration with community partners. Bicultural data collectors conducted the semistructured interviews over Zoom. Thematic analysis was performed using Dedoose, following an inductive and deductive approach. Results: The main barriers to fitness class attendance and park use were family and/or work commitments, perceived safety, and perceived discrimination. Conversely, the critical facilitators for participation were socialization into a group, social connectedness with group members, fitness instructor characteristics, and exercise history. Conclusions: Findings from this study hold important implications for the design of fitness programming and park-based recreation, including the need to increase the cultural diversity of recreation staff and culturally relevant programming. Future research is needed on time poverty related to family/work commitments and whether discriminatory practices at fitness centers, like ageism and race/ethnicity, influence physical activity behavior.

Background: Children with intellectual disability are less physically active and more sedentary than typically developing peers. To date no studies have tested the feasibility of a school-based walking intervention for children with Intellectual Disability. Method: A clustered randomised controlled trial (cRCT), with an embedded process evaluation, was used to test the feasibility of a school-based walking intervention. Eight schools (n = 161 pupils aged 9-13 years) were randomised into either an intervention arm or an 'exercise as usual' arm. Measures included physical activity, physical fitness and emotional wellbeing. Baseline and 3-month follow-up data were collected. Results: The 'Walk Buds' intervention was found to be acceptable to teaching staff and pupils, with an uptake rate of the walking sessions offered of 84%. Conclusion: A number of challenges were experienced, relating to the COVID-19 pandemic, and difficulties collecting accelerometer data. Barriers, facilitators and required changes identified through the mixed methods process evaluation are discussed.

Historically fitness testing has been identified as a common but controversial physical education (PE)-for-health practice across the globe. Despite this, little is known about the current prevalence and implementation of fitness testing. This paper therefore reports on findings from a survey which gathered both quantitative and qualitative data to explore the 'if?', 'why?' and 'how?' of fitness testing and provide new insights into teachers' learning intentions, pedagogical practices, and attitudes towards it. The survey was distributed to PE departments in secondary schools across the UK, and responses were analysed and reported descriptively and thematically. Responses from 260 schools highlighted that fitness testing remains a common practice in PE, with 80% of PE teachers reporting it to feature in their curriculum. There was less consensus surrounding the 'why?' and 'how?' of testing, with variation evident in teachers' stated learning intentions, pedagogical practices, and attitudes. Despite its prevalence, PE teachers expressed concerns over negative pupil outcomes potentially arising from fitness testing, and over 60% of teachers were uncertain or agreed that fitness testing can have a negative impact on pupils' psychological health. Given the findings and the reported widespread prevalence of fitness testing, further research should explore pupils' perspectives, responses, and outcomes of fitness testing, including their motivational and emotional responses to testing. Working with teachers and encouraging them to critically reflect on the 'if?', 'why?' and 'how?' of fitness testing is recommended and will hopefully help to bridge the gap between research and practice.

Children with developmental disabilities lack sufficient physical activity in their daily lives. The purpose of this study was to see if children with developmental disabilities who participated in stair-climbing exercises had better physical performance and health status than children with developmental disabilities who did not. This study adopted a pre-and-post-test experimental design, enrolling 30 subjects (experimental group, 15; control group, 15) with developmental disabilities aged 5-7 years from pediatric rehabilitation treatment departments of two regional teaching hospitals in Taiwan. The experimental group received stair-climbing exercises and physical therapy twice a week for eight consecutive weeks. The primary outcomes were health-related physical fitness assessment items, including body composition (body mass index: BMI), cardiorespiratory fitness (stair-climbing test), muscular fitness (knee-bend sit-ups), and flexibility (Chair Sit and Reach Test). The post-test measurements of BMI, cardiorespiratory fitness, sit-ups, and muscular flexibility of children in the experimental group were significantly better than the pre-test measurements. The stair-climbing exercise training results for cardiorespiratory fitness, muscular fitness, and muscular flexibility in the experimental group were significantly better than those in the control group. Stair-climbing exercise improves the physical fitness of children with developmental disabilities. The results of this study suggest that children with developmental disabilities should be encouraged to engage in this convenient and easy stair-climbing exercise to improve physical performance and health status.

In the field of artificial intelligence-based fitness apps, the effective integration of behavior change techniques (BCTs) is critical for promoting physical activity and improving health outcomes. However, the specific BCTs employed by apps and their impact on user engagement and behavior change are not explored sufficiently. This study investigates the Freeletics fitness app through a mixed-methods approach to evaluate the use of BCTs. In the quantitative analysis, fifteen unique BCTs were identified based on the Behavior Change Technique Taxonomy (V1). In the qualitative analysis, user reviews (n=400) were examined to understand perspectives on the app's effectiveness in promoting behavior change. Goal setting, action planning, self-monitoring of behavior, and social support were among the most prevalent BCTs identified in the Freeletics app, and their effectiveness in enhancing user engagement and promoting behavior change was also highlighted by user reviews. Among the areas of improvement identified in the study were the need for simplifying personalization options and addressing user concerns regarding the specificity of feedback. The study underscores the importance of integrating BCTs effectively within AI-based fitness apps to drive user engagement and facilitate behavior change. It contributes valuable insights into the design and implementation of BCTs in fitness apps and offers recommendations for developers, emphasizing the significance of goal setting, feedback mechanisms, self-monitoring, and social support. By understanding the impact of specific BCTs on user behavior and addressing user concerns, developers can create more effective fitness apps, ultimately promoting healthier lifestyles and positive behavior change.

Although physical education (PE) provides a school-based platform for the enhancement of learners' physical health, implementation challenges can have a detrimental effect on learners' motivation to participate in physical activities and their fitness levels. Within the framework of the Self-determination Theory (SDT), meeting learners' basic psychological needs of autonomy, competence and relatedness in the PE class, can promote their fitness levels by enhancing their intrinsic motivation to be physically active. The purpose with this study was to investigate the effect of an in-service PE teacher training programme including needs-support teaching strategies on the physical and motor fitness levels of the learners of the participating teachers. Using a pre- and post-test experimental design, the fitness of 1 control and 4 experimental groups were assessed using standardised tests before and after the intervention programme. The intervention included implementing the needs-support teaching strategies acquired by the teachers during the once-off, 5-day teacher training programme, for 4 months while receiving continued support from the instructors of the course during those 4 months. The results show that the programme had a positive effect on the fitness levels of the learners in most of the tested fitness components, warranting the recommendation of SDT-based in-service training of PE teachers to support learners' motivation towards physical activity and fitness.

Individuals with autism spectrum disorder (ASD) engage in less physical activity than typically-developing peers. This can result in serious negative consequences for individual well-being and may contribute to the physical, behavioral, and emotional challenges associated with ASD. This study explored the potential benefits of trainer-led, individualized, physical fitness sessions specialized for ASD. Eleven individuals (ages 7-24 years) with ASD were assessed at baseline and following 15 fitness sessions. Participants demonstrated improvements in core and lower-body strength and reductions in restricted and repetitive patterns of behavior, along with non-significant but marked reductions in issues with daytime sleepiness. Results suggest the merit of specialized fitness programs and emphasize the need for larger and more rigorous research studies on this topic.

The popularity of social networks turns them into a legal method for promoting a healthy lifestyle, which benefits not only people but also different countries' governments. This research paper aimed to examine the Keep fitness app integrated into WeChat, Weibo and QQ as regards long-term improvements in health-related behaviors (physical activity, nutrition, health responsibility, spiritual growth, interpersonal relationships and stress management) and assess the associated risk of increased social media addiction. Students from Lishui University in China (N = 300) participated in this study, and they were formed into control and experimental groups. The Healthy Lifestyle Behavior Scale and Social Media Disorder Scale were used as psychometric instruments. The Keep app was found to improve respondents' scores on the parameters of physical activity, nutrition and health responsibility (P = 0.00). However, the level of dependence on social media did not change in either the control or the experimental group during the year of research (P [greater than or equal to] 0.05). It is concluded that fitness apps can be an effective tool to promote healthy lifestyles among young people in China and other countries. The feasibility of government investment in fitness apps to promote healthy lifestyles is substantiated.

This article reports on a 3-year longitudinal study focused on the impact of cross-sector, collective impact approaches to creating cultures of campus health. The study sought to understand the integration of health and well-being concepts into university operations, including business practices and policies, as well as the contribution of public health initiatives focused on health-promoting universities to creating cultures of campus health for students, staff, and faculty. Research was carried out from spring 2018 to spring 2020 via focus group data collection and rapid qualitative analysis involving template and matrix analysis. A total of 18 focus groups were conducted across the 3-year study, six with students, eight with staff, and four with faculty. The initial cohort included 70 participants: 26 students, 31 staff, and 13 faculty. Qualitative analysis findings indicate a general pattern of change over time from a primary focus on well-being characterized by programs and services (e.g., fitness classes) to policy and structural-level interventions (e.g., stairwell beautification and hydration stations) promoting well-being for all. Grass-top and grassroots leadership and action were instrumental to changes in working and learning environments, policies, and campus environment/infrastructure. This work contributes to the growing literature on health-promoting universities and colleges and demonstrates the critical role of both top-down and ground-up approaches and leadership efforts to create more equitable and sustainable cultures of campus health and well-being.

Background: Only about 9% of individuals with intellectual disabilities reach the government's physical activity (PA) recommendations. Combining gamification and technology seems particularly promising in overcoming personal and environmental barriers to PA participation. Method: Eighteen adults with varying levels of intellectual disabilities completed a pilot study to assess the initial effects of a cycling gamification intervention on levels of PA, fitness, psychosocial outcomes, and challenging behaviours. The study comprised three designs: pre-post single group, AB single-case, and qualitative. Social validity, implementation barriers and facilitators were also explored. Results: Nearly all 18 participants cycled daily. Time and distance cycled daily increase during the intervention while a decrease in stereotyped behaviours was observed. Participants and staff found the intervention enjoyable and socially valid. Conclusions: Results of the multiple-design study suggest that gamification interventions may be a suitable, enjoyable, and promising way to contribute to PA participation of adults with intellectual disabilities.

Purpose: The purpose of this study was to explore how urban physical educators' experiences influence their motivations toward vocational persistence emphasizing health and fitness. Methods: Participants included 16 urban physical educators who participated in semistructured interviews about their experiences teaching in urban settings. For minority youths, who predominantly attend urban public schools, fitness rates are lower than the national average. Physical education has been discussed as a potential solution to combating this public health trend; however, considering Common Core reforms in public education by which health and physical education has been de-emphasized as a curricular requirement, scholars are pursuing knowledge of how the experiences of urban physical educators are evolving. Using occupational socialization as the operating theoretical framework, this study seeks to explore how 16 urban physical educators' experiences are evolving with the changes in public education, including administrative support and other indicators of marginalization and attrition. Results: Qualitative data analysis resulted in the construction of six themes which suggest that teaching students to develop and maintain a healthy lifestyle remains a powerful motivator for urban physical educators' persistence despite feelings of marginalization and burnout. Conclusions: The authors provide practical suggestions for practitioners and scholars to overcome feelings of marginalization and lack of resources.

The aim of this study was to examine the effect of core exercises on swimmers Functional Movement Screen (FMS) test scores and swimming performance. A total of 32 volunteer children aged 12-15 participated in this study. Participants were separated into 3 main groups: the control group (CG; N = 10) that did not perform any exercises, the swimming group that only performed swimming training (SG; N = 11), and the core exercise training group (TG; N = 11) that performed core exercises in addition to swimming training. The functional movement patterns of the children were determined by the FMS test, and their swimming performances of 50 meters and 100 meters were measured by means of a stopwatch. The Wilcoxon Signed Ranks test was utilized to determine the ingroup difference between the pre-tests and post-tests of the children's FMS scores and swimming performances. According to the statistical analysis results, it was observed that swimming training increased FMS total score and active straight leg raising test score. Besides, core exercises significantly increased all FMS sub-tests and total score values in the post-test. At the end of the study, although there was no significant difference between pre and posttests in SG both 50m and 100m swimming performances, statistical results also proved that the 100m swimming performances of the TG increased significantly in the post-test (p < 0.05). As a result, it can be stated that the swimmers', who performs core exercises, swimming performance increased, and improved FMS test scores, which is a significant element regarding the decrease in sports injury.

Health saving-based educational technologies aim to provide a combination of children's needs, motivations, knowledge, optimal health level and normal physical development. In this study, the effect of the health-saving educational technologies program applied to secondary school students in increasing their physical fitness, self-efficacy in sports and mental endurance in reducing negative nutritional behaviors was examined. In the study, experimental procedures were carried out according to the 2x2 control group, pretest and posttest trial model. Experimental applications of the study lasted for 10 weeks, with 33 experimental and 33 control group students. During this period, the health-saving educational technologies program was applied in the experimental group; on the other hand, no application was made in the control group. Before and after the experimental procedure, pretests and posttests were applied to the experimental and control groups (Physical Fitness Test, Sports Self-Efficacy Scale, Negative Eating Behavior Scale and Mental Endurance Scale). According to the research findings, the students in the experimental group, who applied the health-saving educational technologies program, achieved higher levels of physical fitness, sports self-efficacy and mental endurance than their peers in the control group. It has also been found that the health-saving educational technologies program is effective in reducing negative eating behaviors.

Background and Aim: In the evolving pedagogical landscape, the Outcome-Based Education (OBE) approach has garnered attention for its student-centric model and clear educational outcomes. University in Shaanxi Province recognizes the need for an integrative basketball teaching model to harmonize with this paradigm shift. This study endeavors to design a basketball teaching model for Xi'an University students, underpinning the OBE concept. Materials and Methods: Employing a combination of interviews, questionnaires, and specialized software packages, data were collected from a population comprising 45 teachers and 5,000 first-year students, with a selected sample of 370 students and 45 teachers. The research process encompassed a thorough examination of the current teaching model, followed by the utilization of the Delphi technique and focus groups to conceptualize the OBE framework for basketball teaching. Results: Analysis revealed the need for a comprehensive basketball teaching model in higher education. The proposed OBE model integrates 4 primary elements (Basketball Theory, Basketball Skills, and Physical, and Social Adaptability), further divided into 12 secondary and 34 tertiary elements. Each segment is tailored to specific outcome objectives, emphasizing cognitive understanding, skill mastery, physical fitness, and social adaptation. Conclusion: The proposed OBE basketball teaching model offers a holistic approach to basketball education, integrating both sport-specific and life-oriented skills. By aligning with China's national development goals and the principles of education, this model stands poised to revolutionize basketball education in Xi'an, setting a benchmark for other provinces.

Background and Aim: Over the past three years of the COVID-19 pandemic, both the external sports environment for youth physical exercise and the national education policy landscape have undergone significant changes. In light of these developments and to align with physical education instruction in the next era, ensuring high-quality physical education, and promoting the physical fitness of young individuals, this study aims to construct a physical education instructional model "CISSO" (collaborate, input, school, student, output) to better regulate and optimize the process of physical education learning management and improving the quality of learning management. Methods: This study was future research conducted with phase 1 exploring the problem by reviewing literature and 5 experts through Semi-structured interviews, the PESTEL model, and the SIPOC model to analyze influencing factors, to drat physical education instructional concept model; phase 2 by questionnaires and modified Delphi to construct physical education instructional model "CISSO"; phase 3 connoisseurship to determine and evaluate the rationality of the CISSO model. Results: The CISSO Model contains factors of Collaborate, Input, School, Student, and Output such as: (1) Collaborate: a collaborative educational approach guided by the government, led by schools, and supported by social organizations and families. (2) Input: The key to governing school physical education management is to take more measures to increase comprehensive "Input" in school physical education learning. (3) School: The CISSO model places a significant emphasis on aligning with the Curriculum Standards (2022 Edition), and revolves around key components such as "learning, practicing, competing, and evaluation," resulting in a new and cohesive state of physical education. (4) Student: accentuates the subjectivity of students, with a pronounced focus on fostering their psychological development through sports education, thereby progressively instilling positive exercise routines. (5) Output: It holds the promise of driving improvements in students' physical abilities and fostering a greater sense of contentment among parents with the school's physical education initiatives. Conclusion: By implementing the CISSO model, educators and policymakers can gain a deeper understanding of the intricacies involved in managing physical education during the next era of education. The findings from this study will aid in making informed and wise decisions, enabling the formulation of effective strategies to optimize the learning experience of students in this dynamic educational landscape.

This study aimed to analyze the effect of the 8-week swimming training applied to secondary school students on their motor skills and 50-meter freestyle swimming ratings. 24 students having swimming license in the age range of 11 to 14 participated in the study voluntarily. Munich fitness test (MFT) protocol was used to determine the motor skill levels of the athletes, and 50-meter freestyle swimming ratings were used to determine the swimming performances. According to the test of normality results, it was determined that the data collected had a normal distribution. Paired samples t-test was used to determine the difference between the MFT pre-test and post-test. According to the statistical analysis results, a significant difference in favor of the post-test was determined in Goal Throwing, Flexibility, Flexed Arm Hanging, Step Test, MFT total score and 50-meter swimming ratings of the participants. It is believed that the swimming training applied to the students improved their swimming performances and motor skill levels. It may be recommended that swimming exercises, as well as other factors, should be used in the cases where it is desired to improve children's motor skills.

The objective of this study was to examine muscular fitness using measurements of the right hand grip (RHG) and left hand grip (LHG), as well as the counter movement jump (CMJ) performance of both athlete and non-athlete school children. Additionally, the study aimed to compare these variables between genders. A total of 221 school children aged 11-13 participated in this study. The participants were categorized into four groups based on their characteristics: female athletes (n = 57), female non-athletes (n = 60), male athletes (n = 59), and male non-athletes (n = 45). The primary exclusion criteria included any musculoskeletal limitations that could potentially affect test performance. The strength of the RHG and LHG (kg) was assessed using the Takei-TKK-5101 device. CMJ heights (cm) were measured using the Smart-Speed device. For all variables, a mixed-design two-way univariate analysis of variance (ANOVA) was employed to identify differences between and within groups. The findings of the present study indicated that the RHG, LHG, and CMJ values of athletes were significantly greater than those of non-athletes for both genders (p < 0.001). Moreover, the analyzed performance values exhibited significant differences between male athletes and male as well as female non-athletes, and also between female athletes and female as well as male non-athletes (p < 0.001). Engaging in sports is highly important for school children aged 11-13 to enhance their muscular fitness. It can be stated that the development of muscular fitness for both genders would be higher in children who participate in sports compared to those who do not engage in sports.

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.

It is aimed in this study to analyze the effects of the Montessori education method on children with Down syndrome and autism having special training who have received and not received Montessori education through the Eurofit test batteries selected for motor skills and physical fitness. A total of 20 male children with Down syndrome and autism in the age range of 12 to 16 and receiving and not receiving Montessori education at two different special education and rehabilitation centers in Kayseri were included in the study. The treatment group included a total of 10 children, 5 with Down syndrome and 5 with autism, and the control group of 10 children, 5 with Down syndrome and 5 with autism. While the volunteers included in the treatment group received Montessori education, those included in the control group received a traditional education. In the study, the volunteers performed the selected Eurofit tests including flamingo balance, plate tapping, sit and reach, handgrip and standing long jump tests. When the results of the Eurofit test batteries of the treatment and control groups were examined, plate tapping and standing long jump test results were found significant in the comparison of the pretest and posttest of the treatment group (p < 0.05). In the pretest and posttest comparison of the control group students, a significant difference was determined in the sit and reach test (p < 0.05). In the posttest comparison of the control and treatment groups, a statistically significant difference was determined between the pretest and posttest measurements of the plate tapping and between the pretest and posttest measurements of the standing long jump (p<0.05). In the pretest comparison of the control and treatment groups, no statistically significant difference was found between the pretest and posttest of flamingo balance, pretest and posttest of plate tapping, pretest and posttest of sit and reach, pretest and posttest of standing long jump and pretest and posttest of handgrip measurements of the control and treatment groups (p>0.05). Consequently, the use of Montessori education materials supports the big and small muscle groups of children with disabilities since most of them learn about an object through touch. In our study, when some activity and motor skills of the children with down syndrome and autism in the special rehabilitation school that uses the Montessori education method were analyzed, it was observed that there was an improvement in their physical activities and some motor skills according to the results of plate tapping, standing long jump and sit and reach tests. It is recommended that education programs can be prepared by using Montessori Approach as part of the education programs applied in preschool education institutions and that they can be used more widely together with traditional education programs.

The purpose of the article is to discuss, explore and advocate for the importance of self-management skills (cognitive and behavioural) for physical activity in health and physical education (HPE) in relation to the newly revised Australian Curriculum. This conceptual paper is presented as two halves. The first half presents an examination of the contemporary literature around learning about physical activity and fitness knowledge (PAFK). In doing so, I present the importance of physical activity and the role of school physical education in the development of cognitive and behavioural skills and the contribution these can make to HPE curriculum and pedagogy. The second half explores and interrogates the proposed sub-strand "Making Active Choices" of version 9.0 of the Australian Curriculum: Health and Physical Education (AC: HPE). Here, I explore the literature as well as the proposed aims, rationale, content descriptions/elaborations and focus areas to ask questions of the legitimacy and value of PAFK and the role of self-management skills in contemporary curriculum policy. The contribution is timely, given the imminent development of the revised AC: HPE and its implications on curriculum and pedagogical enactment in primary and secondary schools here in Australia.

The aim was to determine the validity and test-retest reliability of the Sit to Stand App variables (rising time, vertical velocity, and power) for measuring single-leg sit-to-stand (STS) test compared to those derived from ground reaction force data. Twenty-seven female athletes performed the single-leg STS test over three consecutive sessions simultaneously recorded with a force plate and the smartphone app. Validity was assessed with Pearson's correlation coefficient, intra-class correlation coefficient (ICC), and percentage error. Reliability was assessed with the ICC. Almost perfect correlations (r [greater than or equal to] 0.95) and excellent agreement (ICC = 0.96-0.97) between the app and force plate measures with low percentage errors ([less than or equal to]7.3%) were found. The app showed good-to-excellent reliability (ICC = 0.88-0.92) with no differences in inter-limb asymmetry over three sessions. The app was highly valid and reliable for measuring single-leg STS performance. Practitioners can use this app to assess lower-limb performance in female athletes.

The aim of this qualitative case study is to examine the phenomenon of female students' disproportionate representation in senior level Physical Health Education (PHE) classes. The subject for this teacher's Masters level project arose from the first author's personal observations while teaching across several schools in British Columbia, Canada. Through semi-structured interviews with self-identified female participants, we explore female subject choice and if, along with possible reasons why, females may avoid participation in senior level (grade 11-12) mixed gender PHE activity courses. This discussion asserts that females mostly make conscious choices to avoid mixed gender courses at the senior level for several key reasons; females feel silenced by their male peers, PHE is not an inclusive environment, and females perceive their male counterparts assert dominance over them in PHE class. This paper continues with a discussion regarding reinforced gendered norms and their effect on perceived barriers to female participation in schools, and concludes with suggestions for how schools and educators might support female students' participation.

I use the term restorative wellness practices as a concept associated with life application strategies and procedures that increase or return wellness to individuals or groups, some of whom have lost or never experienced this due to a lack of opportunities and resources. At the college, where I teach dance, fitness, and health courses, it has become my passion and commitment to develop the best wellness practices to create a connective culture for students, faculty, and staff by holding a successful nurturing space to strive academically and personally. This is achieved through community-based holistic activities that emphasize interpersonal skills, physical embodiment, nutrition, and cultural competence. In the heutagogical approach, one requires safe spaces to explore, question, and practice various concepts, and perspectives that involve a diverse group of peers and educators. My aim is to share this approach with dance educators and others who might find this practice useful in their teaching.

This study aims to generate instructions for physical education teachers on how to improve physical fitness of students and enhance their physical development using digital applications. For this, the physical development levels of middle school students were analyzed. The secondary goal is to determine how effective the digital learning tools are in enhancing the quality of physical education in the university setting. The present empirical study focuses on evaluating physical readiness of 172 seventh grade students in cities of Aktobe and Orenburg. Pearson correlation was used to establish a connection between the mentioned indicators. Digital technologies have proven effective in enhancing student motivation for sports participation. Specifically, 69% of the respondents said they would be more motivated to participate in sports if there were digital apps or social networks used in the learning process. The results of the study show direct and inverse correlations between test results and physical markers of fitness. Based on the correlations established, the current study also provides physical training guidelines for physical education teachers and middle school students.

Physical fitness is a quality-of-life outcome that all adults can benefit from physically and mentally. Opportunities to develop and increase fitness levels can lead to positive mental and physical wellness. Unfortunately, young adults with intellectual disabilities (ID) may not have many opportunities to engage in physical fitness activities in their natural environments. Virtual fitness programs provide an online platform that incorporates features similar to in-person fitness programs, but make fitness activities accessible to people in their homes. This article examines the development of a virtual fitness program for young adults with ID. The authors also discuss ways to increase intrinsic motivation to maintain participation in virtual fitness for young adults with ID.

Objective: This study examined relationships between physical fitness, health behaviors, and occupational outcomes of university affiliates. Participants: 166 university affiliates of an American university (including students, faculty, and staff) participated between October 2018 and March 2020. Methods: Participants completed fitness measurements, wore a device to measure physical activity (PA) and sleep for one week, and completed a survey evaluating happiness and job satisfaction. Multiple regression models evaluated associations between physical fitness, health behaviors, and occupational outcomes. Results: 45% of participants had "poor" cardiorespiratory fitness (CRF) and unhealthy % fat. CRF, body composition, and muscular endurance were related to PA while body composition was related to sleep duration. Muscular endurance was related to GPA and job satisfaction. Conclusions: Findings suggest 45% of university affiliates had deficient physical fitness and may benefit from increasing PA and sleep. Universities should evaluate fitness within holistic programs to improve affiliates' health and, ultimately, occupational success.

The multimedia simulation teaching mode introduces students into virtual scenes for learning. Whether it is enhancing students' interest in learning or enhancing their physical fitness, it is a new teaching mode. This article discusses the establishment of a BP neural network model to study the prediction of students' physical fitness and conducts experiments on predicting and evaluating adolescent physical fitness. The results indicate that the BP neural network model better reflects the functional relationship between various indicators of student physical fitness and the total test score, providing a more reasonable mathematical model for evaluating adolescent physical fitness.

Background: The COVID-19 pandemic imposed social isolation measures, which impacted the child population, especially regarding physical and mental health aspects. Purpose The aim of this study was to investigate the relationship between sedentary behavior, cardiorespiratory fitness, immunoglobulin -A secretion, and anxiety symptoms in 267 children aged 6-11 years, eutrophic or overweight. Methods: Sedentary behavior was evaluated by the time of exposure to screens. Cardiorespiratory fitness was assessed using the 6-minute run/walk test and immunoglobulin-A by salivary samples. Anxiety symptoms were reported by the SCAS-version for parents. Results: It was observed that after a period of confinement, overweight in children had a negative impact on cardiorespiratory performance and sedentary behavior. Differences were also observed in the concentration and secretion rate of SIgA in the overweight group compared to the normal weight group. Discussion: The return to face-to-face classes brought a high proportion of overweight students, who showed lower aerobic performance. Considering sedentary behavior, all groups presented values greater than 2 hours of daily exposure to screens. Translation to Health Education Practice: Special attention is needed from health professionals and teachers in relation to reducing sedentary behavior and improving cardiorespiratory fitness in schoolchildren.

Physicality has been, and still is, an important part of the embodied identity of many physical education (PE) teachers. PE teachers' understanding and representation of their bodies influence both their teaching and act as role models for their students. PE is therefore an important site for exploring how ideals of the body shape both understandings and practices within this school subject. In this study we employed participatory visual methodologies in the form of participant-produced drawings to explore primary school children's experiences of PE teacher bodies and subjectivities. By drawing on poststructural and Foucauldian understandings of the body, we in this paper explore the construction and embodiment of PE teacher bodies as inextricably linked to students' understandings and experiences of this school subject. The findings demonstrate how dominant discourses of fitness, health, sport and even consumerism shape expectations around PE teacher bodies. They also draw attention to how those bodies enable and restrict certain educational purposes and practices. We argue that the ongoing reproduction and perpetuation of idealized PE teacher bodies is responsible for (re)producing meanings around the normal versus the abnormal PE teacher body with significant impact on students' bodily understandings and experiences in PE. We conclude by reasserting the need to challenge how dominant discourses of PE teacher bodies has the cumulative effect of restricting the possibilities for a multiplicity of bodies and physicalities to co-exist in PE.

Aims: To determine the effect of a 16-week fitness program (strength vs. aerobic) on different indicators of body composition and components of health-related physical fitness in youths with Down syndrome. Methods and procedures outcomes: Fifty adolescents (19 girls and 31 boys; average age, 18.33 ± 1.42 years) with Down syndrome were recruited and randomized to two groups (strength group vs. aerobic group). Adolescents allocated in the aerobic group carried out a physical activity program three times a week for 16 weeks meanwhile adolescents allocated in the strength group performed a fitness program three times a week for 16 weeks. Results: The exercise group had significant improvements in all health-related physical fitness variables (p < 0.05) but not on body composition. Conclusions and implications: A sixteen week fitness program consisting of three sessions of 60 min is able to increase levels of health-related physical fitness but not on body composition in youths with Down syndrome. The aerobic program does not seem to show significant differences.

The relationship between youth-fitness test items related to cardiorespiratory endurance and body composition and health outcomes is well established. Until recent years, the link between musculoskeletal fitness measures and health markers has been less conclusive. The information provided in this article offers evidence of the health links between youth musculoskeletal measures (specifically the grip test, the vertical jump, the long jump, and the plank) and health outcomes. While additional research is necessary, it is safe to say that the new research brings us closer than ever to identifying reliable, valid, practical muscle-fitness test items. Physical education teachers can consider the suggestions provided in this article for using the test items in their classes.

Schools are ideal settings to promote adolescent physical activity (PA), yet school-based interventions have shown limited long-term impact. This position paper presents key issues surrounding school-based PA interventions. Collaborative conceptual thinking drawing on multi-author expertise and available evidence advanced our understanding and opinion. Key arguments: 1) the adoption of a systems approach, which maximizes partnership action and leverages policy, is crucial for understanding the complexities of implementing whole-school programs; 2) a reorientation to an assets perspective optimizes existing strengths and resources allowing greater emphasis on the full range of physical, cognitive, emotional and social benefits that PA provides, and 3) a move beyond traditional positivist research designs to advance our knowledge of what works better, for whom and in what context is needed for greater progress We provide suggestions, specifically advocating for systems approaches, as a realistic way to improve how we support PA in schools in the future.

Objective Explore the association between varsity athletes' fitness perceptions and symptoms of depression while sidelined from sport for an extended period, and test whether fitness-related self-conscious emotions (i.e., shame, guilt, authentic pride, and hubristic pride) mediate this relationship. Participants Varsity athletes (N = 124) from a large university in Canada where sports had been restricted for the past year due to the pandemic. Method Participants completed a cross-sectional self-report survey. Regression analyses testing mediation (i.e., direct and indirect effects) were used to explore the main research aim. Results Controlling for age and gender, separate models demonstrated significant indirect effects of fitness perceptions on depression symptoms through shame, guilt, and authentic pride, but not through hubristic pride. Conclusion Self-conscious emotions may be used as a tool to mitigate depression symptoms when varsity athletes are sidelined from sport for an extended period. Further research is needed to understand how self-conscious emotions develop when athletes are injured or retired.

Purpose: This study explored how preservice physical education teachers (PPETs) perceive health-related fitness testing (HRFT) administered in a self-testing format with the aim to enhance their HRFT learning and better prepare them for future HRFT implementation. Methods: The study utilized a constructive phenomenological research design. A total of 11 PPETs participated in the study. Data were collected through a focus group interview, individual interviews, observation and field notes, and written assignments. Two researchers analyzed the data in NVivo 12. Results: Three findings were concluded from the data. First, the administration of self-testing engaged PPETs in active learning of HRFT. Second, PPETs reported positive attitudes toward self-testing when their needs for competence, autonomy, and relatedness were satisfied. Lastly, PPETs identified challenges and proposed suggestions for completing and administrating HRFT. Conclusions: Self-testing may be used as an alternative approach to preparing PPETs for HRFT. More research is needed to examine the effectiveness and reliability of self-testing in educational settings.

The purpose was to understand college students' motivations for the use and discontinued use of fitness related technology (FRT) in relation to their physical activity behaviors. Participants: Participants were undergraduate students (n = 22) who were eligible if they were between 18-24 years of age (emerging adulthood) and current or previous users of FRT. Methods: Qualitative descriptive design was used with semi-structured interviews conducted virtually. Thematic analysis was used to analyze the data. Results: Participants discussed four themes; (1) Motivations for physical activity, (2) Motivations for using FRT, (3) Social connection improves accountability for physical activity, and (4) The ups and downs of FRT goal setting and data display. Conclusions: Best practice guidelines need to be established for the use of FRT along with approaches to promote physical activity among this population. Additional research is needed to identify reasons for discontinuation of use and to develop potential interventions to promote sustained engagement with FRT.

Purpose: The study aimed to test the overall changes of health-related fitness (HRF) in minority Chinese college students and to examine HRF differences in gender, race, and year in college. Method: Participants (n = 1320) were minority college students with more than two-thirds females (ie 76.1%), and Hui, Tibetan, and Mongolia consisted of 13.8%, 13.8%, and 11.2%, respectively. Student HRF was tracked for four years. Data were analyzed using multilevel latent growth curve modeling. Results: Muscular strength and endurance were the weakest component in minority college students' HRF, while body mass index was within the category of "excellent". Males outperformed female on all components of HRF. Conclusions: It is suggested that interventions concerning minority females' HRF and muscular strength and endurance for both genders be constructed and tested.

The aim of this study is to compare the neurological status, developmental parameters and physical fitness of children who engage in regular physical activity in the preschool period versus those who do not. The study included 305 healthy children aged 4-6 years, consisting of 154 girls and 151 boys. In addition to evaluating the demographic characteristics of children; Touwen Neurological Examination, Denver Developmental Screening Test (DDST) II, and Preschool Physical Fitness (PREFIT) test battery were used to assess neurological status, developmental parameters, and physical fitness, respectively. A statistically significant difference was found between neurological status (p = 0.046), developmental parameters (p = 0.000) and physical fitness (Standing Long Jump (p = 0.008), handgrip (p = 0.006)) of preschool children who engaged in regular physical activity compared to those who did not. Preschool children who participated in regular physical activity had no neurological problems and exhibited better developmental parameters and physical fitness than their inactive peers.

Weight stigma is the negative social judgment of people based on their weight. Despite the negative consequences of weight stigma, its prevalence is well-documented including within the physical activity (PA) landscape. Research shows that a wide range of PA-related professionals hold negative attitudes toward fat people, including physical education teachers, kinesiology students, and fitness trainers. This article describes a collaboration across disciplines and fields to develop a weight stigma reduction intervention for exercise professionals. Weight Inclusive Thinking for Fitness Spaces (WIT FITS) is a two-hour, self-paced, interactive online course grounded in the Health at Every Size® paradigm and research-informed strategies for improving exercise professionals' attitudes toward fatness and fostering weight inclusivity in fitness settings. WIT FITS was the result of a three-year interdisciplinary collaboration with scholars from pedagogy, public health, sport and exercise psychology, and nutrition. Community partners involved in the development, implementation, and evaluation of WIT FITS included body liberation activists, web and instructional designers, and campus recreation leaders.