Effects of Integrative Neuromuscular Training on Fitness Performance in Children

Abstract

The aim of this study was to evaluate the effects of integrative neuromuscular training (INT) during physical education (PE) class on selected measures of health-and skill-related fitness in children. Forty children from two 2nd grade PE classes were cluster randomized into either an INT group (n = 21) or a control (CON) group (n = 19). INT was performed 2×/wk during the first ∼15 min of each PE class and consisted of body weight exercises. INT and CON participants were assessed for health-and skill-related fitness before and after 8 wks of PE with or without INT, respectively. A significant interaction of group by time was observed in INT participants with improvements noted in push-ups, curl-ups, long jump, single leg hop, and 0.5 mile (0.8 km) run performance (p < .05). These data indicate that INT is an effective and time-efficient addition to PE as evidenced by improvements in health-and skill-related fitness measures in children.

Long-Term Athletic Development, Part 2

“…It can be observed from longitudinal data that fitness levels of youth in general have deteriorated over the past [20][21][22][23][24][25][26][27][28][29][30] years ( 77,10 8,125). Recent evidence now indicates that a large proportion of children and adolescents routinely fail to accumulate recommended physical activity guidelines proposed by leading health authorities ( 36,42 ).…”

“…Properly designed INT implemented in preseason and offseason periods can be especially beneficial to athletes who have specialized in sports and may not have had adequate exposure to developmental motor skill activi-ties ( 8 3). Integrative neuromuscular training provides sup-portive conditioning that can reduce injury risk and enhance performance in all athletes (29,34,82,(88)(89)(90).…”

“…For example, an examination of the national curricula for physical education within the United Kingdom shows that there is minimal reference to ageappropriate motor skill development and resistance training for school children, especially for primary school education. Furthermore, in the United Kingdom, it is recognized that primary school teachers are poorly prepared through their ( 51), of appropriately prescribed physical development intervenand it has been suggested that the statutory requirements for tions on the health and fitness of youth (29,54,62), it would physical education have often not been achieved ( 51). It seem that existing education structures require a dramatic would seem that limited subject knowledge is often the prioverhaul to enhance their capacity to reverse the cascading mary explanation for inadequate standards of physical edueffects of physical inactivity and its associated negative cation teaching in primary schools within the United health outcomes ( 3 2,130).…”

Soccer-Specific Warm-Up and Lower Extremity Injury Rates in Collegiate Male Soccer Players

“…[18][19][20][21][22][23][24][25] Although injury-prevention programs have successfully decreased lower extremity injuries such as ankle sprains, 24,[26][27][28][29] anterior cruciate ligament (ACL) injuries, 18,30,31 and hamstrings strains, 20,24,29,[32][33][34] they have not yet been widely adopted, 35 limiting their potential effects in soccer athletes. 36 Although numerous training programs have been designed to prevent injury, 3,24,26,29,31,32,[37][38][39][40][41][42][43][44][45][46][47][48][49][50][51][52][53][54]…”

Vztah mezi tělesnou zdatností a pohybovými dovednostmi u dětí středního školního věku

“…Dlouhodobá začleněnost do míčových sportů má pozitivní vliv na rozvoj síly a vytrvalosti ve svalech horních končetin a trupu. Faigenbaum et al (2011) uvádějí, že švihové pohyby (házení, kopaní, skákaní a běhaní) dominující v mnohých sportech potřebují vysokou úroveň fyzického úsilí a neuromuskulární koordinace, která následně vede k nárůstu a rozvoji ZOZ a hrubých pohybových dovedností. Vztah subtestu fl exibility se všemi komponentami hrubých pohybových dovedností neprokázal žádnou signifi kantní závislost (Tabulka 2).…”