The study evaluates the effects of a 4-week program of combined resistance and aerobic training and volleyball training on physical fitness in young sedentary adults. Twenty-eight males (age 20.5 ± 1.5 years; body mass 87.2 ± 28.5 kg; height 173 ± 8.1 cm; BMI 28.9 ± 8.4 kg/m2) were divided into two groups. While experimental group 1 (COM) underwent a fitness program consisting of a combination of strength and aerobic exercises, experimental group 2 (VOL) performed intermittent exercises in volleyball (four times per week for 50 min). The results showed that both training groups significantly improved in all fitness tests except the beep test, while only the COM group achieved a significant change in the number of repetitions (p = 0.041). Between-group analyzes revealed a greater change achieved by the COM group in standing long jump lengths than VOL (12.3% vs. 4.3%, p = 0.011). There were no other between-group significant differences in 20m Multistage Fitness Test (8.1% and 4.4%,), sit-ups (20.9% and 21.0%), flexibility (24.5% and 23.3%) and shuttle run 5 × 10 m (11.95 and 9.52%) or in anthropometric parameters (BMI, Fat %, Muscle Mass %, Visceral Fat %). These findings indicate that combined resistance and aerobic training are more effective in improving the explosive power of lower limbs and aerobic endurance than playing an intermittent-type sport such as volleyball. This program can be effectively applied to university students with a predominantly sedentary lifestyle.
This study evaluates changes in power and strength after implementing two different models of 9-week strength training in elite women’s football players. A group of 13 players (age 20.2 ± 3.3 years, body mass 57.2 ± 3.7 kg, height 163.6 ± 5.3 cm, VO2max 45.2 ± ml/min) underwent either a complex (the intermittent load type) or combined (the maximal strength and dynamic method) model of training. The training load was tailored to each athlete. Results showed that the complex model of training improved power (10 W/kg, p = 0.006) and height of vertical jump (5.3 cm, p = 0.001), weight of 1 Repeat Maximum (1RM) which was (5.8 kg, p = 0.015), power and speed in the acceleration phase of barbell half squats (BHS) at weights from 20 to 60 kg, and the number of repetitions in BHS (10.3%, p = 0.012). The combined model of training improved the time of shuttle run (0.44 s, p = 0.000), weight of 1RM in BHS (9.6kg, p = 0.000) and BP (4 kg, p = 0.000), power in the acceleration phase of BHS at weights from 50 to 60 kg, the number of repetitions in BP (14.3%, p = 0.000), BHS (9.4%, p = 0.002), barbell bench pulls (11.9%, p = 0.002) and sit-ups (7.7%, p = 0.001). These findings indicate that the complex model of training improves explosive abilities, whereas the combined model is effective for developing strength at weights close to players’ 1RM and for repeatedly overcoming resistance. Therefore, coaches should choose the training model based on the needs of individual players.
This study evaluates the effects on the performance of young adults undergoing physical fitness tests with external stimuli (verbal encouragement (VE), performance feedback (PF), goal-oriented (GO) and a combination of external stimuli (CS)) and without external stimuli (WS). A group of 432 male students (age 19.1 ± 2.1 y, BMI 24.72 ± 5.97) was randomly selected for this study. They underwent a battery of fitness tests (bench press, 10 and 30 m sprints, and vertical jump) with and without external stimuli. The results showed greater improvements in mean power in bench press after PF compared to attempts WS (14.93 W, 3.43%, p = 0.005), and after CS compared to WS (13.84 W, 3.18%, p = 0.015). The time in the 10 and 30 m sprints decreased more profoundly after a combination of VE and GO compared to WS (0.021 s, 1.07%, p = 0.000 and 0.06 s, 1.23%, p = 0.001, respectively) and after CS compared to VE (0.015 s, 0.76%, p = 0.004 and 0.074 s, 1.52%, p = 0.000, respectively). Furthermore, the height of the jump improved more after VE than WS (1.36 cm, 5.46%, p = 0.000), after CS than WS (1.94 cm, 7.79%, p = 0.000), and after CS than VE stimulus (0.58 cm, 2.21%, p = 0.000). These findings indicate that external stimuli and their combination are more effective for achieving better results in physical fitness tests than without external stimuli. Therefore, practitioners should use verbal encouragement, performance feedback, goal-oriented stimuli, and their combinations during physical fitness testing in physical education classes in order to enable their students to achieve a better performance.
Background. Execution of fitness testing in physical education classes is influenced by students' motivation. Therefore, addressing new testing approaches seems necessary to more accurately measure student performance. Objectives. This study presents changes in fitness performance after applying a physical fitness tests battery (without external stimuli -WS) and with external stimuli (verbal encouragement -VE, performance feedback and goal-oriented) for university students. Methods. The participants (432, BMI 24.72 ± 5.97, age 19.1 ± 2.1) were divided into non-physically active (NAS) and physically active students (PAS). They underwent a battery of fitness tests with and WS. Results. The results showed that NAS improved power in bench press (21.3W, 5.15%, P = 0.021) after performance feedback compared to attempts (WS). In 10m sprint, PAS decreased the time after a combination of VE and goal-oriented stimuli (COM) compared to WS (0.029s, 1.5%, P = 0.000) and in the 30m sprint (0.079s, 1.65%, P = 0.006) and after COM compared to VE in the 10m sprint test (0.024s, 1.24%, P = 0.001) and in the 30m sprint (0,089s, 1.86%, P = 0.000). NAS decreased the time after COM compared to VE in the 30m sprint test (0.053s, 1.06%, P = 0.006). NAS and PAS also improved in height after VE compared to WS in the height jump test (1.53cm, 6.39%, P = 0.000 resp. 1.24cm, 4.85%, P = 0.000), after COM compared to WS (2.11cm, 8.81%, P = 0.000 resp. 1.83cm, 7.16%, P = 0.000) and after COM compared to VE (0.58cm, 2.28%, P=0.013 and 0.59cm, 2.2%, P = 0.002). Conclusion. These findings indicate that giving external stimuli is more effective for testing explosive strength, acceleration, and speed than WS and that PAS achieved better improvements in fitness tests after applying COM and NAS improved mainly after just one external stimulus.
The Yo-Yo Intermittent Test is frequently used to monitor changes in athletes’ performance in response to different interventions. However, the question remains as to whether, and to what extent, retakes of this test would contribute to these changes. This case study sought to determine the magnitude of practice effects, involving test repetition, on performance in the Yo-Yo Intermittent Recovery Test. A recreational soccer player performed four attempts of the Yo-Yo Intermittent Recovery Test—Level 1 (YYIR1) with a week’s rest in between. The same participant repeated this test protocol (four attempts of the YYIR1) again after six months. Changes in distance covered, level achieved, maximal oxygen uptake, and heart rate between the first and last attempt were assessed. The smallest worthwhile change (SWC), the coefficient of variation (CV), and the 2CV were calculated to identify a trivial, a possibly meaningful, and a certainly meaningful change in YYIR1 performance. The distance covered in the first set of measurements increased from 1320 m to 1560 m (15.4%), which corresponds to a 4.6% increase in the level achieved (from 16.6 to 17.4). Similarly, the distance covered in the second set of measurements increased from 1280 m to 1560 m (17.9%), which corresponds to a 5.5% increase in the level achieved (from 16.5 to 17.4). The participant’s performance changes fell outside of the SWC and the CV, but not the 2CV during both sets of measurements. These improvements in YYIR1 performance may be ascribed to practice with repeated attempts of the test by improving running technique at the turning point and/or by simply increasing the linear speed. This fact should always be kept in mind when interpreting the effects of training. Practitioners should differentiate between practice effects associated with repeated test execution and adaptation induced by conducting sport-specific training.
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