The aim of the present study was to examine the effects of a dynamic stretching development program followed by a four-week detraining period and maintenance program on hamstring extensibility in a physical education setting. A sample of 108 female high-school students aged 16-17 years from four classes were clustered randomly and assigned to either an experimental or a control group. During physical education sessions, the experimental group students performed a dynamic stretching program twice a week for eight weeks. Subsequently, after a four-week period of detraining, the experimental group students completed a maintenance program twice a week during four weeks. The results of the two-way analysis of variance showed that the physical education-based development program significantly improved students' hamstring extensibility (p<.001). Although after four weeks of detraining students' flexibility reverted to its baseline levels (p>.05), the gains obtained previously were recovered after a four-week maintenance program (p<.001). Hence, a physical education-based dynamic stretching intervention is effective in improving and maintaining hamstring extensibility among female high-school students. However, after four weeks of detraining, students' flexibility reverts to its baseline levels. These findings could help and guide teachers to design programs that guarantee a feasible and an effective development of flexibility in a physical education setting.
Resumen: El propósito de este trabajo es examinar las relaciones entre el autoconcepto y diferentes variables de la condición física, así como el porcentaje de masa grasa. Han participado en el estudio 283 adolescentes de la ciudad de Málaga (España), en edades comprendidas entre los 14 y 16 años (M = 15.14; DT = .76). Se ha utilizado el Cuestionario Autoconcepto Forma 5 (AF5) para evaluar el autoconcepto multidimensional (académico, social, emocional, familiar y físico). Se ha medido el porcentaje de masa grasa corporal usando un instrumento de bioimpedancia eléctrica y el consumo máximo de oxígeno a través del test de Course Navette. Además, se ha estimado el tiempo en recorrer 50 metros lisos, la distancia alcanzada mediante salto horizontal y la amplitud de movimiento con la prueba flexión profunda de tronco. Los análisis de correlación y regresión lineal efectuados ponen de manifiesto la conexión entre las variables objeto de estudio, siendo el porcentaje de masa grasa y el consumo de oxígeno máximo aquellas que mejor se han relacionado con el autoconcepto. Además, las dimensiones física y emocional son las que han sido predichas con un mayor porcentaje de la varianza explicada. Palabras clave: autoconcepto; adolescencia; condición física; composición corporal.Title: Relationships of self-concept with physical fitness and body composition in a sample of adolescents. Abstract: The aim of this study is to analyse the relationship between selfconcept and several variables of physical fitness, as well as the body fat percentage. The participants in the study were 283 teenagers from the city of Malaga (Spain), whose age ranged between 14 and 16 years old (M = 15.14; SD = .76). The "Autoconcepto Forma 5" questionnaire (AF5) was used to evaluate the multidimensional self-concept (academic, social, emotional, physical, and family self-concept). Moreover, the body fat percentage was measured by means of a bioelectrical impedance analysis. The Course-Navette test was used to assess the maximal oxygen consumption. Other measured variables were the time to run 50 metres, the distance jumped horizontally, and the range of movement (by means of a deep trunk flexion test). The linear regression and correlation analysis highlighting that the variables which have the strongest association with selfconcept are the body fat percentage and the maximal oxygen consumption. Besides, physical and emotional dimensions are those that have been predicted with a higher percentage of explained variance. Key words: self concept; adolescence; physical fitness; body composition. IntroducciónSon numerosas las evidencias que ponen de relieve el impacto que tienen los estilos de vida activos sobre la salud, tanto a nivel físico como psicológico o social (Annesi, 2010;Goñi e Infante, 2010;Pontifex et al., 2011). Además, varios estudios señalan que los riesgos de morbimortalidad en edad adulta se relacionan con la condición física en etapas tempranas. De hecho, aunque las manifestaciones clínicas de diversas enfermedades puedan presentarse pos...
El objetivo principal del presente estudio fue examinar los niveles de extensibilidad isquiosural de los estudiantes durante un curso académico. Una muestra de 128 estudiantes de 1º de bachillerato de un centro de educación secundaria se evaluó mediante la prueba de classic sit-and-reach al comienzo, mediados y final del curso académico. Los resultados mostraron que el nivel de extensibilidad de isquiosural de los estudiantes disminuyó estadísticamente significativamente desde el comienzo (22,1 ± 8,5 cm) a mediados (19,9 ± 8,6 cm, d = -0,26) y final del año académico (18,6 ± 9,3 cm; d = -0,41) (p < 0,001), y desde mediados al final (d = -0.16) (p < 0,001). Los resultados de la prueba de McNemar indicaron que hubo una disminución estadísticamente significativa en la proporción de estudiantes con un nivel de extensibilidad isquiosural normal desde el comienzo al final del curso académico (p < 0,05). En conclusión, los estudiantes de educación secundaria perdieron niveles de extensibilidad isquiosural durante un curso académico. Como resultado de esta disminución, el número de estudiantes con acortamiento de los músculos isquiosurales aumentó un 10,9%. Los profesores de educación física deberían implementar programas de estiramiento para prevenir el acortamiento de extensibilidad isquiosural de los estudiantes.
Introduction: Gamification is an innovative methodology that uses game elements, such as, for instance, narrative, rewards, or avatars, to influence student´s motivation with the aim of improving the teaching and learning process. The main purpose of the systematic review presented in this protocol will be to examine the scientific literature on the effects of gamified didactic proposals in the context of Physical Education on learning and its mediators in schoolchildren. Method: The databases search following the search strategies and the download and collection in the reference manager will be completed from its insertion to December 2022. This search will include the following electronic bibliographic databases: Web of ScienceTM (all databases), Scopus, SPORTDiscus with Full Text, ERIC, and ProQuest Dissertations & Theses GlobalTM. Results: This systematic review will be a useful resource for teachers and researchers belonging to the area from Physical Education, since they will be able to easily know the current evidence about the topic, to know how this methodology is designed and its effectiveness compared to traditional methodologies. Discussion and conclusions: The systematic review to be carried out in the near future can provide information on the recommended length of gamification programs in Physical Education, its unique elements for improve the teaching and learning process, as well as describe the impact of intrinsic motivation on academic performance, improve the participation and increase of physical activity levels.
The purpose of the present review was to examine the effects of Physical Education-based stretching programs on hamstring extensibility in high school students. Relevant studies were searched from 10 databases. The results suggested that students should performed stretching programs at least for a duration of 5-6 weeks, a frequency of twice a week, and a volume per session of 30-60 s (20-30 s per set) to obtain improvements on the hamstring extensibility. Stretching programs with higher duration, frequency and volume seems to obtain greater effects. Although the most studies obtained flexibility improvements using static techniques, dynamic stretching exercises performed in a controlled manner also produced improvements and they were safety. After a four-week detraining period, students reverted back to their baseline levels. Teachers should implement stretching programs to improve the students’ flexibility during the Physical Education classes.
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