This study evaluated the effects of an exergame program (TennisVirtua-4, Playstation Kinect) combined with traditional tennis training on autonomic regulation, tennis technique, gross motor skills, clinical reaction time, and cognitive inhibitory control in children. Sixty-three children were randomized into four groups (1st – two exergame and two regular trainings sessions/week, 2nd – one exergame and one regular training sessions/week, 3rd – two regular trainings sessions/week, and 4th – one regular training session/week) and compared at baseline, 6-month immediately post intervention and at 1-year follow-up post intervention. At 6-month post intervention the combined exergame and regular training sessions revealed: higher breathing frequency, heart rate (all ps ≤ 0.001) and lower skin conductance levels (p = 0.001) during exergaming; additional benefits in the point of contact and kinetic chain elements of the tennis forehand and backhand technique (all ps ≤ 0.001); negative impact on the shot preparation and the follow-through elements (all ps ≤ 0.017); higher ball skills (as part of the gross motor skills) (p < 0.001); higher percentages of clinical reaction time improvement (1st −9.7% vs 3rd group −7.4% and 2nd −6.6% vs 4th group −4.4%, all ps ≤ 0.003) and cognitive inhibitory control improvement in both congruent (1st −20.5% vs 3rd group −18.4% and 2nd −11.5% vs 4th group −9.6%, all ps ≤ 0.05) and incongruent (1st group −19.1% vs 3rd group −12.5% and 2nd group −11.4% vs 4th group −6.5%, all ps ≤ 0.001) trials. The 1-year follow-up test showed no differences in the tennis technique, clinical reaction time and cognitive inhibitory control improvement between groups with the same number of trainings per week. The findings support exergaming as an additional training tool, aimed to improve important cognitive-motor tennis skills by adding dynamics to the standardized training process. Caution should be placed to planning this training, e.g., in a mesocycle, since exergaming might decrease the improvement of specific tennis technique parts of the trainees. (ClinicalTrials.gov; ID: NCT03946436).
The purpose of the study was to determine whether the regular leisure-time physical activity of preschool teachers (n = 177) is associated with their self-perceived competence for leading physical activities among preschool children. For the data collection on self-assessed physical activity and the subjective assessment of competence for leading the process of physical activities among preschool children, we used a questionnaire. We can conclude that the leisure-time physical activity of preschool teachers is associated with their subjective perception of competence for leading the process of physical activity among preschool children.
Regular quality physical education (PE) contributes to the harmonized biopsychosocial development of a young person--to relaxation, neutralization of negative effects of sedentary hours, and other unhealthy habits/behaviors. The evaluation approach to PE effectiveness provides important information to PE teachers and also to students. However, evaluating effectiveness of teaching, especially the effectiveness of teaching PE, is a difficult task, because PE is a constant process of enriching knowledge and developing skills, as well as having a possible impact on students' health and mental well-being. Many attempts to evaluate PE teachers' effectiveness exist in Slovenia, but currently, none are being implemented in the national PE curricula. As part of recent discussion on PE teaching effectiveness (McKenzie & Lounsbery, 2013; Rink, 2013; Ward, 2013), we share our views from a Slovenian perspective.
The purpose of this paper is to present a model of winter sports activities course organized for bachelor students of kinesiology during 2010 through 2017 with the aim of acquiring two main competencies: (i) methods for and approaches to promoting an effective use of leisure time for individuals and groups through outdoor activities in winter time, and (ii) understanding the content, purpose and process of outdoor winter sports activities. A total of 70 kinesiology students (26 men and 43 women, age 21.5±2.3 years) collaborated in the survey (26.5 % response rate, N=264). Students classified their initial level of skiing knowledge as: 16 % beginners, 39 % average skiers, 23% good skiers and 22 % very good skiers. Students detected significant progress in their skiing knowledge (11% excellent progress, 63 % good/substantial progress and 26 % only slight progress). However, students did not differ in their progress according to their initial ski knowledge (χ2(9)=7.466, p<0.05). 21% of the students achieved the Ski Instructor qualification at the end of program. Ski progress plays an important role in the evaluation of satisfaction with the professional knowledge applicable to future work as a kinesiologist (χ2(2)=7.245; p=0.027) and the course performance from the view of acquired knowledge usefulness applicable to future work as a kinesiologist (χ2(2)=10.289; p=0.006). Results open up new possibilities for further improvements of the winter camp and its activities. Because of the sports field legislation change in 2017, new organizational adjustments are expected.
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