Results of a postural education program, with a gamified intervention vs traditional intervention

The teaching methodology adopted by teachers can influence the levels of participation and learning of students. The main goal of this study was to compare the effect of two intervention programs of postural education according to the used methodology. A total of 36 students (19 girls and 17 boys) in the 1st year of high school participated in the study. In the first intervention program a gamified methodology was applied, while in the second one a traditional methodology was used. Both intervention programs were carried out along 6 sessions. Theoretical contents were analyzed through questionnaires (COSACUES and COSACUES-AEF) and muscular endurance through three physical tests (Biering-Sørensen Test, Side Bridge Test and Prone Forearm Plank Test) before and after the intervention. Motivation levels (Feeling Scale) and perception of effort (OMNI Scale) were measured after each session. The results obtained did not show significant differences between methodologies, but differences have been found in terms of gender and type of methodology. Girls were shown to assimilate better contents with the gamified methodology. There was also a greater perception of effort and greater motivation with the gamified intervention. Therefore, the application of gamified educational interventions by teachers can be an interesting strategy to increase the levels of motivation and effort of students.

Αcute Effect of Two Different Post-Activation Potentiation Running Protocols on Sprint Performance of Preadolescent Boys

AIM: Forward and backward sprint are two types of locomotion commonly used in sports. The purpose of the present study was to examine the acute effect of two post-activation potentiation sprint protocols, including the aforementioned types of locomotion, in subsequent 20-m sprint performance (SP) and the possible fatigue caused by them in preadolescent boys. MATERIAL & METHOD: Fourteen recreationally active preadolescent boys (aged 12.49 ± 0.52 years) volunteered to participate in the study. Boys’ SP was evaluated randomly on three non-consecutive days. SP was evaluated 4 min after (a) a typical warm-up (3 min jogging and dynamic stretching), (b) the typical warm-up followed by 3 x 10 m forward sprint and (c) the typical warm-up followed by 3 × 10 m backward sprint. Τhe Microgate Witty Wireless Training Timer was used for the evaluation of SP and the 10-degree OMNI scale for the evaluation of the rate of perceived exertion. RESULTS: ANOVA with repeated measures indicated no statistically significant effect of protocol on the 0–5, 0–10 and 0–20 m SP (p > 0.05). On the contrary, it was found that the protocols in which 3 × 10 m forward or backward sprint was incorporated caused statistically significant greater fatigue than the control protocol (p < 0.001), without any differences between them. CONCLUSIONS: The implementation of three 10-m sprints, either forward or backward, to a standard warm-up does not cause acute improvement in 20-m sprint performance in preadolescent boys, as both protocols cause greater fatigue than a typical warm-up. Therefore, their addition to warm-up of preadolescent boys is not recommended.

Validity of the Session Rating of Perceived Exertion for Monitoring Exercise Demands in Youth Soccer Players

Purpose:The purpose of this study was to examine the concurrent and construct validity of the Borg (0–10) and children’s OMNI scales for quantifying the exercise intensity and training load (TL) in youth soccer players.Methods:Twelve children (mean ± SD age 11.4 ± 0.5 y, height 154.3 ± 6.5 cm, body mass 39.5 ± 5.4 kg) took part in this study. Exercise intensity and TL were calculated on the basis of the session rating of perceived exertion (sRPE) and heart rate (HR; Edwards method) during 20 technical-tactical training sessions. Players’ sRPEs were obtained from the Borg and OMNI scales.Results:Low correlations between HR-based TL and sRPE TL based on the Borg (r = .17, P = .335) and OMNI (r = .34, P = .007) scales were obtained. Significant (P < .001) relationships in sRPE (r = .76) and TL (r = .79) between RPE scales were found.Conclusion:The current data do not support the relationship between the sRPE and HR methods for quantifying TL in youth soccer players. However, the sRPE method could be considered a better indicator of global internal TL, since sRPE is a measure of both physical and psychological stress. In addition, the authors demonstrated the construct validity for the OMNI scale to control exercise demands.