Sex-Mediated Differences Among University Students Performing Extreme Physical Activity During the 3-Minute Burpee Test

Abstract

Introduction. The aim of this study was to evaluate sex differences in anthropometric indicators, body composition, physical fitness, and physiological parameters in young women and men performing extremely strenuous exercise during the 3-Minute Burpee Test (3-MBT). Post-exercise recovery during a 6-minute break was determined in the tested subjects. Material and methods. Ninety-six university students volunteered to take part in this study (45 women aged 20.05 ± 1.81 years and 51 men aged 20.20 ± 2.71 years). Endurance-strength abilities were determined during the 3-MBT motor fitness test, and body composition was determined with an InBody720 analyser. Data were analysed using a Mann-Whitney U test, with statistical significance accepted at p ≤ 0.05. Results. The anthropometric indicators, body composition parameters, physical fitness levels (47.22 cycles/3 min), and physiological parameters measured during the 3-MBT were significantly higher in men (VO2avg – 41.57 mL/kg/min, VO2max – 49.67 mL/kg/min, EPOCavg – 11.02mL/kg, and EPOCpeak – 27.84mL/kg) than in women. Women were characterised by significantly higher (p < 0.05) body fat mass (BFM = 18.80 kg) and percent body fat (PBF 28.26%) than men. Conclusions. Male subjects were characterised by higher values of anthropometric indicators, body composition parameters (excluding body fat), motor fitness levels, and physiological parameters than women, and endurance-strength abilities were 23.75% higher, on average, in men than women.

Study of Physiological and Psychological Indices of University Students

“…A decrease in these reserves is a sign of a pathological condition. The decrease in MPV occurs due to reduced volume of ventilated lung tissue and decreased bronchial patency, hypodynamia [29]. In all examined young boys, this parameter indicated good functional ability of the external respiration apparatus.…”

Physical development and physical preparedness monitoring of lyceum students of different ages

“…We see prospects for further research in the analysis of the implementation of healthy ideas of [16] in the practice of modern lyceums. As [16] emphasizes, an important aspect of the educational process is the personality-oriented formation of the child's personality, which involves taking into account the age and individual characteristics of the child, his current condition. In order to implement these requirements, R. Steiner developed specific forms and methods of teaching, namely: rhythmic construction of school classes, teaching basic subjects in cycles of "immersion" (the method of "epochs"), differentiation of educational material according to students' temperaments, learning without standard textbooks, specific methods of work of schoolchildren with workbooks, special work on the technique of memorization, systematic control over learning outcomes without the use of a grading system.…”

“…Thus, the study allows us to make the following generalizations. The pedagogical heritage of R. Steiner [16] contains many important healthy theoretical provisions, the implementation of which will contribute to the effectiveness of health care in the modern educational process. First of all, it concerns the need to focus school activities on human nature and identify special care for the preservation and development of personal potential and abilities of the child, so that the school process as a necessary and mandatory component is filled with "therapeutic", ie aimed at spiritual and mental -body health aspect [10 -15].…”

“…First of all, it concerns the need to focus school activities on human nature and identify special care for the preservation and development of personal potential and abilities of the child, so that the school process as a necessary and mandatory component is filled with "therapeutic", ie aimed at spiritual and mental -body health aspect [10 -15]. We see prospects for further research in the analysis of the implementation of healthy ideas of [16] in the practice of modern lyceums. As [16] emphasizes, an important aspect of the educational process is the personality-oriented formation of the child's personality, which involves taking into account the age and individual characteristics of the child, his current condition.…”

“…In order to implement these requirements, R. Steiner developed specific forms and methods of teaching, namely: rhythmic construction of school classes, teaching basic subjects in cycles of "immersion" (the method of "epochs"), differentiation of educational material according to students' temperaments, learning without standard textbooks, specific methods of work of schoolchildren with workbooks, special work on the technique of memorization, systematic control over learning outcomes without the use of a grading system. As [16] emphasizes, an important aspect of the educational process is the personality-oriented formation of the child's personality, which involves taking into account the age and individual characteristics of the child, his current condition. In order to implement these requirements, [16] developed specific forms and methods of teaching, namely: rhythmic construction of school classes, teaching basic subjects in cycles of "immersion" (the method of "epochs"), differentiation of educational material according to students' temperaments, learning without standard textbooks, specific methods of work of schoolchildren with workbooks, special work on the technique of memorization, systematic control over learning outcomes without the use of a grading system.…”