The Talk Test (TT) has been shown to be a surrogate of the ventilatory threshold and to be a viable alternative to standard methods of prescribing exercise training intensity. The TT has also been shown to be responsive to manipulations known to change physiologic function including blood donation and training. Whether the TT can be used independently to regulated training intensity is not known. Physically active volunteers (N = 16) performed an incremental exercise test to identify stages of the TT (Last Positive [LP], Equivocal [EQ], and Negative [NEG]). In subsequent, randomly ordered, 30-minute steady-state runs, the running velocity was regulated solely by "clamping" the TT response desired and then monitoring the response of conventional markers of exercise intensity (heart rate, blood lactate, rating of perceived exertion). All subjects were able to complete the LP stage, but only 13 of 16 and 2 of 16 subjects were able to complete the EQ and NEG stages, respectively. Physiologic responses were broadly within those predicted from the incremental exercise test and within the appropriate range of physiologic responses for exercise training. Thus, in addition to correlating with convenient physiological markers, the TT can be used proactively to guide exercise training intensity. The LP stage produced training intensities compatible with appropriate training intensity in healthy adults and with recovery sessions or long duration training sessions in athletes. The EQ and NEG stages produced intensities compatible with higher intensity training in athletes. The results demonstrate that the TT can be used as a primary method to control exercise training intensity.

(1) Background: Individuals have to effectively manage their physical activity in order to optimize the associated physical and psychological health benefits. Control competence allows the individual to structure and pace physical activity in a health-enhancing way. The concept was developed within a model of physical activity-related health competence, and is related to the concepts of health literacy and physical literacy. Therefore, the study firstly aimed to validate a self-report scale to measure the physical and psychological facets of control competence in adolescents. Secondly, relationships between control competence and its basic elements, knowledge and motivation, as well as between control competence, sport activity, and fitness, were investigated. (2) Methods: In two cross-sectional studies, ninth grade adolescents (study A: n = 794, 51% female; study B: n = 860, 52% female) were tested using self-report scales (study A and B), a test for health-related fitness knowledge (study B), and cardiovascular and muscular fitness tests (study B). (3) Results: Confirmatory factor analyses confirmed the two-factor structure of the self-report scale for control competence in studies A and B. In addition, the results of structural equation modeling in study B showed a relationship between motivation (via control competence) and sport activity, and a relationship between control competence and fitness. (4) Conclusion: The questionnaire extends the ability to assess control competence in adolescents. Moreover the findings support the importance of control competence in order to achieve health benefits through physical activity.

Background One central goal of physical education in many countries is to empower students to be physically active throughout their lifespan. Physical activity-related health competence (PAHCO) encompasses physical, cognitive, and motivational elements associated with the individuals’ ability to be physically active in a health-enhancing way. To date, there is a lack of empirical evidence concerning effective programs and methods to promote PAHCO in physical education. The purpose of this study is to examine to what extent a health and physical fitness-related program that includes learning tasks integrating theoretical and practical elements promotes students’ PAHCO in physical education. Design/methods This study is a cluster randomized controlled trial that compares two physical education intervention programs on health and physical fitness (IG-run, IG-game play) with regular physical education lessons (CG-run, CG-game play) in secondary schools in Germany. Forty-eight physical education classes (ninth grade) were recruited and randomly allocated to the four study groups. The intervention programs include six physical education lessons on health and physical fitness and only differ in the type of physical activity that is executed (running and jumping vs. small-sided games). The students’ PAHCO is examined both pre- and post-intervention and after 8–12 weeks of follow-up. We also determine various process variables during the intervention period to analyze the intervention fidelity. Discussion The results of this study provide evidence on whether a combination of theoretical and practical elements in physical education can enhance students’ PAHCO. Beyond that, our process analyses will allow differentiated insights into the mechanism of how the intervention programs work. Trial registration German Clinical Trials Register (DRKS), DRKS-ID: DRKS00016349 . Retrospectively registered on 10 January 2019. Electronic supplementary material The online version of this article (10.1186/s12889-019-6686-4) contains supplementary material, which is available to authorized users.

Objective If individuals want to integrate health-enhancing physical activity in their everyday life, they need specific competences. This person-oriented study aimed to: 1) Identify patterns of physical activity-related health competence, 2) examine how structurally and individually stable these patterns are over 4 months and 3) test how changes in patterns are associated with changes in subjective health indicators. Materials and methods A total of 769 individuals (82% women, Mage = 27 years) were recruited from exercise courses offered by university sport. Four facets of physical activity-related health competence (control competence for physical training, physical activity-specific affect regulation, self-determined motivation for exercise, physical activity-specific self-control) and subjective health (subjective vitality and perceived fitness) were measured twice. Patterns were identified using latent profile analysis. Their stability and associations with subjective health changes were examined with latent transition analyses and a configural frequency analysis. Results Seven patterns of physical activity-related health competence were identified. Besides three level patterns, four shape patterns were found with differing ratings across the studied variables (e.g. average values for control competence for physical training, self-determined motivation and physical activity-specific self-control, but a high level in physical activity affect regulation). These patterns proved to be structurally stable over time. In all, 72% of the individuals stayed in the same pattern, whereas 20% moved to a more and 8% to a less competent pattern. Changes in patterns are linked to change in subjective vitality and perceived fitness. Conclusion The results presented here demonstrate the added value of using a person-oriented approach to investigate development of physical activity-related health competence. Furthermore, they generate knowledge for designing tailored interventions.