Balasekaran, Govindasamy

Performing isometric strength training (IST) can enhance various sports performance. This study compared the effects of including IST on sprint kayaking performance as compared to traditional strength training. Twenty sprint kayaking athletes (age 22 ± 4 year, stature 1.71 ± 0.09 m, body mass 72.0 ± 11.4 kg) performed a 200-m kayak ergometer time trial (200mTT), isometric squat (IsoSqT), isometric bench press (IsoPress) and isometric prone bench pull (IsoPull) during the pre- and post-tests. Athletes were randomly assigned to either traditional strength training (TRAD) or IST group. Both groups performed a similar strength training program twice a week for six weeks. However, half the volume for squat, bench press and prone bench pull were replaced by IsoSqT, IsoPress and IsoPull, respectively, for the IST group. IsoSqT was performed at 90° knee angle, while IsoPress and IsoPull were performed at 90° and 120° elbow angles, respectively. Each isometric contraction was performed with maximum intensity and sustained for three seconds. A significant main time effect was observed for 200mTT (p < 0.001, ƞ²_p = 0.68) and all isometric strength measures (p = 0.001–0.032, ƞ²_p = 0.24–0.76) except rate of force development at 0–90 ms (RFD90) obtained from IsoSqT120 and IsoPress90. A group main effect was observed in RFD90 obtained from IsoSqT120 and IsoPull120 (p = 0.003–0.004, ƞ²_p = 0.37–0.39). Time x Group interaction was observed for 200mTT (p = 0.027, ƞ²_p = 0.68), peak force obtained from IsoSqT90, IsoPress90, and IsoPull120 (p = 0.004–0.006, ƞ²_p = 0.36–0.38) and RFD90 obtained from IsoSqT120 and IsoPull120 (p = 0.012–0.015, ƞ²_p = 0.28–0.30). Inclusion of IST resulted in greater improvement for sprint kayaking and strength performances then TRAD alone.

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.

This study investigated the physiological difference in recreational runners between a non continuous and a continuous endurance training protocol. It also aimed to determine physiological surrogate that could monitor metabolic demand of prolonged running in real-time. For data collection, a total of 18 active male recreational runners were recruited. Physiological (HR, RR, RER, ṼO2, BLa), and overall perceptual (RPEO) responses were recorded against three designed test sessions. Session 1 included ṼO2submax test to determine critical speed (CS) at anaerobic threshold (AT). Session 2 was the non continuous CS test until exhaustion, having 4:1 min work-to-rest ratio at CS, whereas session 3 was the continuous CS test till exhaustion. As 1-min recovery during session 2 may change fatigue behavior, it was hypothesized that it will significantly change the physiological stress and hence endurance outcomes. Results reported average time to exhaustion (TTE) was 37.33(9.8) mins for session 2 and 23.28(9.87) mins for session 3. Participants experienced relatively higher metabolic demand (BLa) 6.78(1.43) mmol.l 1 in session 3 as compared to session 2 (5.52(0.93) mmol.l 1). RER was observed to increase in session 3 and decrease in session 2. Student’s paired t-test only reported a significant difference in TTE, ṼO2, RER, RPEO, and BLa at “End” between session 2 and 3. Reported difference in RPEO and %HRmax at “AT” were 5 (2.2) and 89.8 (2.60)% during session 2 and 6 (2.5) and 89.8 (2.59)% during session 3, respectively. Regression analysis reported strong correlation of %HRmax (adj.R-square = 0.588) with BLa than RPEO (adj. R-square = 0.541). The summary of findings suggests that decreasing RER increased TTE and reduced BLa toward “End” during session 2 which might have helped to have better endurance. The %HRmax was identified to be used as a better noninvasive surrogate of endurance intensity estimator.

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.

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.

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.

During the novel coronavirus (COVID-19) pandemic, physical activity (PA) behaviors were altered worldwide due to public health measures such as “lockdown.” This study described PA among adults residing in 11 countries during COVID-19 lockdown and examined factors associated with PA engagement. We conducted a cross-sectional anonymous survey among adults (≥18 years old) in 11 countries (Brazil, Bulgaria, China, India, Ireland, Malaysia, North Macedonia, Singapore, Spain, Turkey, United States). Of 11,775 participants, 63.7% were female and 52.8% were 18–34 years old. More than 40% of participants were insufficiently active (43.9%) and reported a decrease in their PA during lockdown (44.8%). Statistically significant differences were observed in (1) proportions of participants being insufficiently active, (2) level of PA, and (3) decrease in PA across the 11 countries. More stringent governmental policy responses were associated with greater likelihood of being insufficiently active during lockdown (adjusted odds ratio = 1.22, 95% confidence interval = 1.03, 1.45). Higher depression or anxiety scores were associated with greater likelihood of decreased level of PA during lockdown.We found substantial reductions in PA levels during COVID-19 lockdown across countries. Country-specific PA promotion interventions are needed during this and similar global emergencies.

This study examined the effectiveness of Problem-based Learning (PBL) approach on enhancing graduate in-service physical education teachers' academic self-confidence, leadership and initiation. academic affect, and information processmg competence. A pre-test/post-test with quasi-experimental design was used. 27 graduate in-service physical education teachers from the National Institute of Education, Nanyang Technological University, Singapore, in a health-related and wellness module participated in this study. The intervention comprised teaching participants using a PBL approach for 12 teaching weeks. Measuring scales of high validity and reliability were developed for this study to measure participants' self-concept, leadership, academic affect and their information processing competence. Averaged post-test scores in most of generic skill aspects ( 8 out of II) were significantly higher than pre-test scores. Students had in general more positive attitudes toward the module and themselves at post- test than they had at pre-test. The results strongly support that teaching using a PBL approach is beneficial to both students' generic skill development and academic affect to teaching and learning.

The appearance of covid-19 has sparked a greater awareness of the presence of the many flu variants and how they affect individuals. For students to participate in physical education lessons, they need to be physically fit for the activities that their teacher have planned for the lesson. Furthermore, the heavy breathing of students and them being in close proximity to one another might increase the rate of transmission. Hence, there has been more discussions of the introduction of safe wearing of face mask during physical education.