Objective: To investigate the effects of moderate-intensity and low frequency exercise on resting serum testosterone and cortisol levels, resting heart rate, and isokinetic strength among healthy sedentary young men. Design: A randomized controlled study. Forty sedentary young men aged 18 to 25 years old, pedaled 50 minutes on a bicycle ergometry at 60% of maximal effort once a week for 12 weeks in an exercise group. Outcome measures: Resting total and free serum testosterone, serum cortisol, anthropometric data, resting heart rate, and isokinetic strength during shoulder and knee extensions. Results: Resting serum total and free testosterone, as well as cortisol did not differ significantly between groups. Neither group showed any significant changes in anthropometric data and isokinetic strength at the end of study. However, the resting heart rate of the exercise group reduced significantly after the training (p<0.05). Also, the isokinetic strength of shoulder and knee significantly increased (p<0.05). Conclusions: Twelve weeks of moderate-intensity and low frequency training had no effect on resting serum testosterone, but were sufficient to increase aerobic fitness among sedentary young men. The type of exercise training may encourage sedentary individuals to participate regularly in the program on physical activity.

In elderly women, a lack of regular physical exercise may result in faster decreases in general health and functional performance. Although high-intensity interval training (HIIT) and moderate-intensity continuous training (MICT) have been effectively applied in young and clinical groups, there is no evidence to support their use in elderly women to achieve health benefits. Thus, the major goal of this study was to investigate how HIIT affected health-related outcomes in elderly women. Twenty-four inactive elderly women agreed to participate in the 16-week HIIT and MICT intervention. Body composition, insulin resistance, blood lipids, functional capacity, cardiorespiratory fitness, and quality of life were all measured before and after the intervention. The number of differences between groups was determined using Cohen’s effect sizes, and the pre-post intra-group changes were compared using paired t-tests. Using 2 × 2 ANOVA, the time × group interaction effects between HIIT and MICT were evaluated. Body fat percentage, sagittal abdominal diameter, waist circumference, and hip circumference all were improved significantly in the 2 groups. HIIT substantially improved fasting plasma glucose and cardiorespiratory fitness as compared to the MICT. HIIT improved the lipid profile and functional ability more significantly compared to the MICT group. These findings show that HIIT is a useful exercise for improving elderly women’s physical health.

The purpose of this study was to assess the effects of flexi bar training model and moderate running exercise on health-related physical fitness in overweight adults. [Participants and Methods] Forty participants were randomly assigned to an experimental (20 participant performing flexi bar training model (FBT)) and control (20 participant performing moderate running exercise (MRE) group. The participant in both groups then underwent program training 50 min/day, 3 times a week, for 12 weeks. The main outcome measures were health related physical fitness (HRPF). [Results] The result showed significant differences between FBT and MRE group. After 12 weeks FBT showed improve HRPF variable. [Conclusion] flexi bar training model can improvement health related physical fitness in overweight adults.

Tujuan dari penelitian ini adalah untuk menyelidiki efek gaya mengajar berpusat pada guru dibandingkan dengan gaya mengajar yang berpusat pada siswa pada respon motivasi kognitif dan afektif siswa dalam pelajaran pendidikan jasmani. Empat guru mengajar sembilan puluh dua siswa yang direkam dengan menggunakan gaya mengajar yang berbeda-beda mengadopsi dari Mosston dan Ashworth yaitu gaya komando, gaya resiprokal, dan gaya penemuan terbimbing. Sistem pengkodean yang diadopsi dari Ames digunakan untuk mengukur gaya mengajar. Tanggapan kognitif dan afektif siswa diukur dalam kelompok. Hasil penelitian menunjukkan bahwa gaya penemuan terbimbing dan timbal balik lebih baik dalam hal penguasaan dan perilaku dalam mengajar yang kurang focus serta tanggapan kognitif dan afektif dari siswa yang lebih baik dari pada gaya komando. The aim of this study was to investigate the effect of teacher-centered teaching versus student-centered teaching styles on students' cognitive and affective motivational responses in physical education lessons. Four teachers taught ninety-two students who recorded using different teaching styles adopted from Mosston and Ashworth namely the command style, reciprocal style, and guided discovery style. The coding system adopted from Ames is used to measure teaching style. Students' cognitive and affective responses were measured in groups. The results showed that the guided and reciprocal discovery style was better in terms of mastery and less focused teaching behavior and the students' cognitive and affective responses were better than the command style.

Background. Physical education (PE) has been acknowledged as important by scholars all across the world. As a result, they have been looking for techniques to improve PE teaching and learning. There are various ways that may be used to improve PE teaching and learning. The most effective way identified in the research, however, is the classroom management approach. Furthermore, because the learning atmosphere in the classroom is inappropriate, PE teachers have been unable to regulate the class and handle students’ discipline problems. Study purpose. As a result, the goal of this study is to explore the impact of classroom management practices on the learning environment. Materials and methods. The Classroom Management Methods questionnaire and the Self-Evaluation of Teaching Effectiveness in PE questionnaire were used to collect data from 359 instructors in a high school in Indonesia. Results. The findings demonstrated that preventative and corrective techniques have a considerable impact on the learning environment. Meanwhile, the supporting approach has no discernible effect on the learning environment. These findings can help school administrators, such as the principal and PE teacher, choose suitable classroom management strategies to deal with misconduct. Conclusions. As a result, improving and sustaining a good learning environment in high schools also supports the teaching and learning process, hence increasing students’ learning efficiency.