The purpose of the study was to determine the impact of different active warm-up (AWU) durations and the rest interval separating it from exercise on anaerobic performance. Eleven male physical education students (22.6 ± 2.52 years; 179.2 ± 4.3 cm; 82.5 ± 9.7 kg; mean ± SD) participated in a cross-over randomized study, and they all underwent the Wingate test after three AWU durations: 5 min (AWU5), 15 min (AWU15) and 20 min (AWU20), with recovery (WREC) or without a recovery interval (NREC) separating the AWU and anaerobic exercise performance. All the AWUs consisted of pedalling at a constant pace of 60 rpm at 50% of the maximal aerobic power. The rest interval between the end of warm-up and the beginning of exercise was set at 5 min. During the Wingate test, peak power (PP), mean power (MP) and the fatigue index (FI) were recorded and analysed. Oral temperature was recorded at rest and at the end of the warm-up. Likewise, rest, post-warm-up and post-Wingate heart rate (HR) and rating of perceived exertion (RPE) were recorded during each session. The ANOVA showed a significant effect of recovery interval, warm-up duration and measurement point on RPE scores (P<0.001). Although the effect of AWU duration on MP and PP was significant (P<0.05), the effect of the recovery interval on both parameters was not significant (P>0.05). Moreover, the analyses showed a significant interaction between recovery interval and AWU duration (P<0.001 and P<0.05 for MP and PP respectively). The AWU15 duration improves the MP and PP when associated with a recovery interval prior to exercise of 5 min. However, the AWU5 duration allows better improvement of power output when the exercise is applied immediately after the warm-up. Consequently, physically active males, as well as educators and researchers interested in anaerobic exercise, must take into account the duration of warm-up and the following recovery interval when practising or assessing activities requiring powerful lower limb muscle contractions.

While augmented feedback (AF) is widely acknowledged to affect motor learning, the effects of mode of feedback on motor learning acquisition, retention, and perceived competence has rarely been studied. The present investigation analyzes the effects of verbal, haptic, and combined (verbal and haptic) feedback when learning a novel gymnastic parallel bars task. Forty-eight physical education students and four expert gymnastics teachers participated in the study. We divided the students into three AF groups (verbal, haptic, and combined) and a no-feedback control group (CG). One gymnastics teacher led the learning sessions, while the others evaluated student performances following familiarization, acquisition, and retention learning phases. All sessions were video recoded, and the experts gave blind assessments according to an adapted gymnastic point code. We recorded task perceived difficulty (PD) and students' perceived self-competency throughout the sessions. A repeated measures analysis of variance revealed a significant effect of AF mode on acquisition and retention such that combined AF was best for learning stability and retention (19.1% improvement for combined vs. 9.9% for haptic and 6.9% for verbal). Similarly, participants in the combined AF group, relative to the verbal and haptic AF groups, also reported lower perceived difficulty and higher perceived self-competency after the retention phase. PE teachers are encouraged to combine verbal and haptic AF when teaching new motor skills.

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