González-Espinosa, S, Antúnez, A, Feu, S, and Ibáñez, SJ. Monitoring the external and internal load under 2 teaching methodologies.J Strength Cond Res34(10): 2920–2928, 2020—The purpose of this study was to analyze and compare the physical demands produced by the implementation of 2 sport teaching methods during a class and their relation with the learning achieved by the students. Two intervention programs were used to teach the sport of basketball, one based on the direct instruction (DI) method and the other on the tactical-game approach (TGA). The intervention programs were administered to 4 groups of students, 2 for each methodology, with 88 students participating in the study. A total of 10 practical sessions were given, as well as a pre-test and post-test. The practical sessions and the tests were recorded with an inertial system for monitoring and recording physical activity and movement in real time. Differences were found between the methodologies in the teaching sessions in the variables m·min⁻¹, acc·min⁻¹, PL·min⁻¹, and HRmax (p< 0.000). In the assessment tests, there were also differences between both methodologies in the walk and sprint variables (p< 0.005). The results obtained from the analysis of the sessions using each methodology show that the TGA method obtained better results in the variables of external and internal loads than the DI methodology. The TGA methodology permitted a greater development of the students' physical fitness. Moreover, performance in play was not associated with the achievement of higher values in the results of external and internal load in the tests. The students trained with the TGA methodology recorded better performance indicators in the game. These results lead us to recommend physical education teachers to use a student-centered approach in their lessons because it improved both the students' physical fitness and their sports performance.

This study was to analyze and compare the learning acquired by the students in the sport of basketball in two different methodologies. The sample was composed of 40 students divided into two groups. The intervention programs had previously been validated. A descriptive analysis of the learning indicators, a t-test for independent samples to identify the differences between the methods, and a t-test for related samples to analyze the differences in each group were performed. There are differences between the performance profiles of students in the Direct Instruction in Basketball program and those in the Tactical Game in Basketball program in nine variables. Significant differences are found in the situations of dribbling, shooting, passing and movement, spacing, off-ball defense, and help and in the performance indicator for decision making, execution, and total, which are favorable to the Tactical Game in Basketball program. The students of the Direct Instruction in Basketball program only improved in three variables after the program, while the Tactical Game in Basketball students improved in thirteen variables. It is recommended that the teachers at the schools use the Tactical Game in Basketball methodology for their basketball teaching lessons, because student learning is better than in the Direct Instruction in Basketball program.

Handball is one of the most practiced team sports worldwide that consists of different modalities, with the aim of reaching as many users as possible. One of the modalities with increasing interest in the last years is Beach Handball, as it takes the advantage of the absence of competitive calendar in the standardized modality so that users continue practicing. A comparative analysis was performed between standard handball (indoor) and beach handball athletes in order to determine the demands of both modalities and determine if they are similar. The competition was evaluated by analyzing external load variables: number of steps, jumps, impacts and Player load. The selected sample was composed of U-16 players from both modalities. Each player was equipped with WIMUTM inertial device. The results showed that the standard modality requires greater physical demands than the beach modality. For this reason, the physical demands of the different modalities require different training processes to obtain the best possible results in the competition.

La Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte es una revista multidisciplinar, científico-técnica, en torno a las Ciencias de la Actividad Física y del Deporte. Todos los temas son publicables siempre que estén relacionados con la actividad física y el deporte y sea explícita esta relación en el artículo.

The teacher’s didactic intervention also requires knowledge and control of learning tasks’ workloads. The objectives of the study were as follows: (i) to quantify the subjective external load-eTL of tasks framed in didactic units designed by in-service teachers; and (ii) to analyze the differences in the subjective eTL according to the game situation and the game space. A total of 306 learning tasks designed by seven in-service teachers (five men and two women), with more than 10 years of teaching practice, were analyzed. These tasks were coded through the Integral System for Training Task Analysis (SIATE, acronym in Spanish). The interobserver reliability of the coded variables obtained a considerable concordance (MKfree > 0.70). The results indicated that there were significant differences in the subjective eTL according to the game situation and game space. The situations of small-sided games in numerical equality or inequality and full games, in medium spaces or large spaces, presented a higher subjective eTL and therefore the highest physiological and motor demands on students. The inclusion of attacking or defending players and an adequate selection of the game space indicated the importance of planning and organizing learning tasks.

(1) Background: Physical Education sessions subject students to various physical and physiological demands that teachers must understand to design interventions aimed at improving health and fitness. This study aimed to quantify and compare external and internal load before and after implementing two intervention programs: one based on the Game-Centered Model and another Hybrid Model that combines the Game-Centered Model with the Sport Education Model. (2) Methods: A total of 47 first-year secondary school students participated, divided into two naturally formed groups. Pre- and post-intervention assessments involved 4 vs. 4 matches monitored using WIMU Pro™ inertial measurement units and heart rate monitors to collect kinematic, neuromuscular, and physiological data. The combined use of inertial sensors and heart rate monitors enabled the objective quantification of students’ physical demands. (3) Results: No significant improvements were observed between pre- and post-tests, possibly due to the short duration of the interventions. However, the Hybrid Model generated higher levels of external load, both kinematic and neuromuscular, in the post-test. (4) Conclusions: The Hybrid Model appears more effective in increasing students’ physical engagement. Inertial sensors represent a valid and practical tool for monitoring and adjusting instructional strategies in school-based Physical Education.