Physical education & sports science expert book series
To design and write a book on chapters pertaining to a variety of sports for children and adolescents to enjoy the process of being physically active.
Background
The American College of Sports Medicine (ACSM, 2015) states that a sedentary lifestyle is one of the major risk factors for obesity and cardiovascular disease. Therefore, physical activity is essential and it starts from a young age. Children have to be exposed to a variety of sports, games and activities. ACSM recommends 60 minutes daily of physical activity for children and adolescents. If children are unable to accumulate 60 minutes in day, they can begin with a lower duration and subsequently increasing the duration slowly as they progress over the months. The following chapters are written and designed by our experts in their special area of work and sport that will provide a deeper understanding and greater insight to sports and exercise in general, from a recreational perspective to a competitive level. Each chapter will reveal the history, background, basic rules of the sport, and how to implement modified games during PE lessons. The chapters also provide PE educators, coaches and parents with necessary tools to teach the sport.
Resilience in the face of adversity: Examining the effects of COVID-19 on physical activity and the sporting industry in Singapore
The coronavirus disease (COVID-19) has led to an acceleration of innovative technological ideas in the sporting industry. People had to learn to adapt and make changes in their sporting habits or physical activity (PA) during lockdown. Purpose: This study investigated the effects of COVID-19 on the levels of PA and sporting industry in Singapore. A total of 1,000 participants (≥21 years old) volunteered in this virtual survey. The survey collected participants’ levels of PA according to exercise intensity and type of PA. The findings revealed that 61.5% of participants (n = 795) participated in PA and expended more than 500 METs-minute/week. 23.8% of participants had an increase in PA, 40.3% of participants maintained their PA and 25.5% of participants had a decrease in PA. 49.6% of participants used online visual programmers (OVP) as part of their PA. More individuals are utilising OVP and home sporting equipment in place of their usual exercise facilities. Sporting industries are switching to virtual platforms to further engage consumers, which may have ensued in the increase in PA for 23.8% of participants. Therefore, this may have resulted in an increase or sustainability of revenue for certain sporting industries (e.g., gym equipment).
Effects of soy milk ingestion on anaerobic performance and physiological measures
The purpose of this study was to investigate the effects of soy protein supplementation to improve performance and recovery during repeated running anaerobic sprint test (RAST). Ten males (age: 23.2 ± 1.23 yrs) performed two RAST with a soy milk intervention (SOY; 500 mL soy milk + 4 g stevia sweetener) and a placebo control (CON; 500 mL water + 4 g stevia sweetener) over 7 days. The RAST consisted of six 35-m sprints with a 10-sec recovery between each sprint. The total effort time (sec) was not significant between SOY (32.77 ± 1.23) and CON (33.28 ± 1.71) (P = 0.179). Fatigue index in SOY (31.64 ± 5.20) was significantly lower than CON (37.30 ± 5.70) (P = 0.023). Mean power (Watts) (Soy: 499.27 ± 62.72, Con: 486.39 ± 86.13) (P = 0.410), relative power (Watts) (Soy: 9.34 ± 1.02, Con: 9.55 ± 1.51) (P = 0.461), peak blood lactate (mmol·L-1) (Soy: 9.75 ± 1.61, Con: 10.24 ± 1.90) (P = 0.488), and peak blood glucose (mmol·L-1) (Soy: 23.94 ± 3.90, Con: 25.09 ± 4.61) (P = 0.497) between trials were not significant. Peak blood lactate (r = -0.654) and glucose (r = -0.662) concentrations were inversely associated with mean power in the SOY trial. The results indicate that the soy milk intervention in RAST significantly lowered the fatigue index and, therefore, may be used to enhance sports performance involving anaerobic activities.
Effectiveness of modified perceived exertion scale on exercise intensity across age group, gender and exercise modalities
This study aims to conduct a systematic and meta-analysis to collate the current findings and assess the effectiveness of perceived exertion scales (original or modified), across various users profile (gender, age, exercise background) and exercise modalities (aerobic vs resistance).
The influence of mental training and playing circuit-based training program on student volleyball learning outcomes
This research was motivated by the need for more application of physical education learning models in the form of games, especially in volleyball learning. It is known that many students feel bored and unenthusiastic when taking volleyball lessons. Apart from that, students find it difficult and are not mentally prepared to carry out volleyball techniques; as a result, they feel anxious or afraid when doing these techniques in front of other friends. This experimental type of research aims to determine the effect of mental training and playing circuits-based training programs on the learning outcomes of elementary school volleyball students. This study included 44 fifth-grade students from 2 classes at Sekolah Dasar Pembangunan Laboratorium Universitas Negeri Padang. Purposive sampling technique was utilised. A pre- and post-test of volleyball skills were determined by volleyball experts. The paired t-test was used to analyze the data. Data analysis revealed that mental training-based training programs and playing circuits affected the learning outcomes of volleyball for elementary school students at Sekolah Dasar Pembangunan Laboratorium Universitas Negeri Padang. Results indicated significant differences between pre- and post-quality basic volleyball technical skills test (pre: highest score: 70; lowest score: 60; average score: 64.09 ± 2.81 vs. post: highest score: 77; lowest score: 65; average score: 68.68 ± 3.09; p = 0.000). The learning model based on mental training and playing sequences may improve basic volleyball technical skills and increase students' self-confidence and motivation when participating in learning.
Brain Breaks® physical activity solutions in the classroom and on attitudes toward physical activity: A randomized controlled trial among primary students from eight countries
Classroom-based physical activity (PA) interventions have received considerable attention due to improvements seen in academic achievement, classroom behaviors, and attitude toward PA. The purpose of this study was to evaluate the effectiveness of the Brain Breaks® Physical Activity Solutions in changing children’s attitudes toward PA. Students (N = 3036) aged 8–11 years from schools in Croatia, Lithuania, Macedonia, Poland, Romania, Serbia, South Africa, and Turkey were randomly assigned to either a control or an experimental group. The experimental group received Brain Breaks® videos during classroom sessions throughout the four months of intervention. Student attitudes toward PA were measured using the Attitudes toward Physical Activity Scale (APAS) before and after the intervention. Repeated measures ANOVA indicated a time interaction effect for all APAS variables except fitness. Time-by-group interaction effects with different effect sizes were found for most APAS variables, with the greatest gain effect noted in the experimental group for self-efficacy, followed by learning from the videos concerning PA benefits, exercise importance, and enjoyment from engaging in PA. This study provides evidence supporting Brain Breaks® in terms of learning experience, attitudes towards PA, and personal motivation. Using exercise videos is recommended as an interactive, technology-based PA solution that can be easily integrated into the school setting.
Comparing the effects of plyometric and isometric strength training on dynamic and isometric force-time characteristics
The purpose of the study was to compare the change in dynamic and isometric force-time characteristics after plyometric (PLYO) or isometric strength training (ISO). Twenty-two endurance runners (age = 37 ± 6 years,stature = 1.71 ± 0.05 m, body mass = 62.7 ± 8.6 kg, weekly mileage = 47.3 ± 10.8 km) performed a countermovement jump (CMJ) and isometric mid-thigh pull (IMTP) test during pre- and post-tests. They were then randomly assigned to either PLYO or ISO group and completed 12 sessions of intervention over six weeks. The PLYO included drop jump, single leg bounding and split jump, and the ISO included IMTP and isometric ankle plantar flexion. Significant and large time x group interactions were observed for CMJ countermovement depth (P = 0.037, ƞ²p = 0.21) and IMTP and relative peak force (PF) (P = 0.030, ƞ²p = 0.22). Significant and large main effects for time were observed in CMJ height, peak power, propulsive phase duration, countermovement depth, reactive strength index modified, IMTP PF and relative PF (P < 0.05, 0.20 ≤ ƞ²p ≤ 0.65). Effect for time showed small improvement in CMJ height for both PLYO (P < 0.001, d = 0.48) and ISO (P = 0.009, d = 0.47), small improvement in CMJ PP in PLYO (P = 0.020, d = 0.21), large increase in countermovement depth (P = 0.004, d = 1.02) and IMTP relative PF (P < 0.001, d = 0.87), and moderate increase in propulsive phase duration (P = 0.038, d = 0.65) and IMTP PF (P < 0.001, d = 0.55) in ISO. There were large differences between groups for percentage change in countermovement depth (P = 0.003, d = 0.96) and IMTP relative PF (P = 0.047, d = 0.90). In conclusion, both PLYO and ISO improved CMJ jump height via different mechanisms, while only ISO resulted in improved IMTP PF and relative PF.
Using Brain-Breaks® as a technology tool to increase attitude towards physical activity among students in Singapore
The purpose of this study was to investigate the effects of classroom-based Brain Breaks® Physical Activity Solution in Southeast Asia Singaporean primary school students and their attitude towards physical activity (PA) over a ten-week intervention. A total of 113 participants (8-11 years old) were randomly assigned to either an experimental (EG) or a control group (CG), with six classes to each group; the Brain Breaks® group (EG: six classes) and the Control group (CG: six classes). All EG members participated in a Brain Breaks® video intervention (three-five min) during academic classes and the CG continued their lessons as per normal. The student's attitudes towards PA in both research conditions were evaluated using the self-reported Attitudes toward Physical Activity Scale (APAS), applied before and after intervention. The effects of the intervention on APAS scores were analysed using a mixed model analysis of variance with Time as within-subject and Group as between-subject factors. The analysis revealed evidence in support of the positive effect of classroom video interventions such as Brain Breaks® on student's attitudes toward benefits, importance, learning, self-efficacy, fun, fitness, and trying to do their personal best in PA. The Brain Breaks® intervention provided a positive significant impact on students in Singapore. This study also revealed that interactive technology tools implemented into the school curriculum benefit students in terms of health and education.
Running Energy Reserve Index (RERI) as a new model for assessment and prediction of world, elite, sub-elite, and collegiate running performances
The purpose of this study was to utilize the Running Energy Reserve Index (RERI) model and two-trial procedure to predict all-out athletic performances. Twenty-nine trained athletes tested for differences between RERIE and RERIspd (hypothesis 1). Six sprint trained (ST), six middle distance (MD), and six endurance trained (ET) athletes were selected to test for differences in the value of the constant. The prediction of all-out run performances using the RERI model (hypothesis 2) and two treadmill trials procedure (hypothesis 3) were tested on eighteen trained athletes. Lastly, three trained athletes were utilized to predict all-out running performances utilizing two track trials equation (hypothesis 3). RERIE and RERIspd were significantly different between ST, MD, and ET athletes. The RERIE model with a fixed cE value of 0.0185 s−1 predicted all-out running performances to within an average of 2.39 ± 2.04% (R2 = 0.99, nT = 252) for all athletes, with treadmill trials to within an average of 2.26 ± 1.89% (R2 = 0.99, nT = 203) and track trials to within an average of 2.95 ± 2.51% (R2 = 0.99, nT = 49). The two trials equations predicted all-out track performances to within errors of 2.43%. The RERI model may be accurate in determining running performances of 200 m and 5000 m, and treadmill performances ranging between 5 and 1340 s with a high level of accuracy. In addition, the two-trial procedure can be used to determine short and middle distance running performances of athletes and world-class runners.
Arm-pull thrust in human swimming and the effect of post-activation potentiation
The aim of this study was to analyse the front-crawl arm-pull kinetics and kinematics, comparing it before and after post-activation potentiation (PAP), and the associations between variables describing of the arm-pull kinetics. Twelve male competitive swimmers were randomly assigned to perform two different warm-ups in a crossover manner: (i) non-PAP (control condition); and (ii) PAP (experimental condition). PAP consisted of 2 × 5 arm-pulls with resistance bands by both upper-limbs. Eight minutes later, participants underwent a 25 m all-out trial in front-crawl arm-pull. Kinetics (i.e., peak thrust, mean thrust and thrust-time integral) and kinematics (i.e., speed and speed fluctuation) were collected by an in-house customised system composed of differential pressure sensors, speedo-meter and underwater camera. There was a significant and large improvement of the arm-pull kinetics after completing the warm-up with PAP sets (0.010 < P < 0.054, 0.50 < d < 0.74). There were non-significant and small effects of PAP on speed (P = 0.307, d = 0.18) and speed fluctuation (P = 0.498, d = 0.04). Correlation coefficients among kinetic variables were significant with large associations (0.51 < R < 0.90, 0.001 < P < 0.088). In conclusion, warm-ups including PAP conditioning sets elicit a large improvement in the thrust, but with small improvement in performance. Variables used to characterise thrust are strongly correlated and hence can be used interchangeably.