Makaruk, H, Winchester, JB, Sadowski, J, Czaplicki, A, and Sacewicz, T. Effects of unilateral and bilateral plyometric training on power and jumping ability in women. J Strength Cond Res 25(12): 3311-3318, 2011-The purpose of this study was to examine the effects of unilateral and bilateral plyometric exercise on peak power and jumping performance during different stages of a 12-week training and detraining in women. Forty-nine untrained but physically active female college students were randomly assigned to 1 of 3 groups: unilateral plyometric group (n = 16), bilateral plyometric group (BLE; n = 18), and a control group (n = 15). Peak power and jumping ability were assessed by means of the alternate leg tests (10-second Wingate test and 5 alternate leg bounds), bilateral leg test (countermovement jump [CMJ]) and unilateral leg test (unilateral CMJ). Performance indicators were measured pretraining, midtraining, posttraining, and detraining. Differences between dependent variables were assessed with a 3 × 4 (group × time) repeated analysis of variance with Tukey's post hoc test applied where appropriate. Effect size was calculated to determine the magnitude of significant differences between the researched parameters. Only the unilateral plyometric training produced significant (p < 0.05) improvement in all tests from pretraining to midtraining, but there was no significant (p < 0.05) increase in performance indicators from midtraining to posttraining. The BLE group significantly (p < 0.05) improved in all tests from pretraining to posttraining and did not significantly (p > 0.05) decrease power and jumping ability in all tests during detraining. These results suggest that unilateral plyometric exercises produce power and jumping performance during a shorter period when compared to bilateral plyometric exercises but achieved performance gains last longer after bilateral plyometric training. Practitioners should consider the inclusion of both unilateral and bilateral modes of plyometric exercise to elicit rapid improvements and guard against detraining.

Enhancing jumping ability can lead to substantial benefits in sports performance and physical activity. Previous studies indicate that directing an individual’s attention externally before the jump is an effective way to improve jumping performance, especially when the standing long jump (SLJ) and vertical jumps (VJs) are performed. To scrutinize reported findings, we systematically reviewed studies that compared the effects of attentional manipulations on jumping performance in adults. Four electronic databases (MEDLINE, Scopus, SPORTSDiscus, and Web of Science) were searched for original research publications. A priori defined inclusion criteria were: (a) participants were healthy adults with a mean age > 18 years, (b) an external (EF) or an internal focus (IF) of attention instruction was used, (c) the study compared an external focus intervention with an internal focus intervention or an external focus with a control (no attentional; CON) intervention or an internal focus intervention with a control intervention, (d) jumping performance was tested, and (e) an immediate effect of focus of attention intervention was evaluated. Of the 380 papers identified, 14 studies were used in 3 part meta-analyses (EF vs_.IF, EF vs_.CON, and IF vs_.CON) that involved 24 comparisons in total. The findings of this analysis revealed that the EF condition displayed superior jumping performance relatively to the IF (p < 0.05) and CON (p < 0.05) conditions. There were no significant (p > 0.05) differences between the IF and CON conditions. These findings suggest that EF instructions should be incorporated into testing procedures when jumping performance is assessed.

This systematic review examines the influence of resistance training (RT) on the performance outcomes of elite athletes. Adhering to PRISMA guidelines, a comprehensive search across PubMed, Scopus, SPORTDiscus, and Web of Science databases was conducted, considering studies up to November 19, 2023. The inclusion criteria were elite athletes involved in high-level competitions. Studies were categorized by the competitive level among elite athletes, athlete's sex, performance outcomes, and a training modality with subgroup analyses based on these factors. Thirty-five studies involving 777 elite athletes were included. The results of the meta-analysis revealed a large and significant overall effect of RT on sport-specific performance (standardized mean difference, SMD = 1.16, 95% CI: 0.65, 1.66), with substantial heterogeneity (I² = 84%). Subgroup analyses revealed differential effects based on the competitive level, the type of sport-specific outcomes, and sex. National elite athletes showed more pronounced (large SMD) benefits from RT compared to international elite athletes (small SMD). Global outcomes revealed a medium but non-significant (p > 0.05) SMD, while local outcomes showed a large SMD. Notably, female athletes exhibited a large SMD, though not reaching statistical significance (p > 0.05), probably due to limited study participants. No significant (p > 0.05) differences were found between heavy and light load RT. Resistance training is effective in improving sport-specific performance in elite athletes, with its effectiveness modulated by the competitive level, the type of the performance outcome, and athlete's sex. The findings underscore the need for personalized RT regimens and further research, particularly in female elite athletes, as well as advanced RT methods for international elite athletes.

The aim of this study was to examine the chronic effects of single and repeated jumps training on vertical landing force (VGRF) and jump height in untrained men. The VGRF and jump height were compared after a six-week plyometric training programme containing single and repeated jumps, together with two additional parameters: landing time (LT) and range of the knee flexion during landing (KF). Thirty-six untrained physical education students with a plyometric training background were randomly assigned to a single jump group (SJG, n =12), repeated jumps group (RJG, n =12), and control group (CON, n =12). The SJG performed only single jumps, the RJG executed repeated (consecutive) jumps, whereas the CON did not perform any exercises at all. A countermovement jump (CMJ), repeated countermovement jumps (RCMJ), and a drop jump (DJ) were tested before and after the training. Only the RJG showed a significantly reduced VGRF (p < 0.05) in all tests. Both plyometric groups significantly improved (p < 0.05) their jump height in all tests. The LT was significantly greater in the RJG, compared to the SJG, in all tests. The KF was also significantly (p < 0.05) greater in the RJG than in the SJG for CMJ and RCMJ. The results suggest that repeated jumps are beneficial for simultaneous landing force reduction and jumping performance enhancement.

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Background: Movement is crucial for human development, particularly during childhood. Fundamental movement skills (FMSs) are essential movement patterns that support physical, cognitive, and social development. Recent studies indicate an alarming worldwide decline in FMS acquisition, potentially impacting children’s long-term physical fitness and health. This scoping review explored FMSs, their relationship to motor competence and physical literacy, associations with physical activity and fitness, assessment methods, and effective interventions. Methods: A comprehensive literature review was conducted using the PubMed, Web of Science, and Cumulative Index to Nursing and Allied Health Literature databases. The search utilized key phrases related to FMSs, motor competence, and physical literacy. Initially, 2251 publications were identified. Results: After rigorous screening, 95 English-language literature reviews and meta-analyses focusing on FMSs in healthy children were selected for detailed analysis. The accepted publications were categorized into five thematic areas: FMSs and motor development (11 publications), conceptual terms in FMS context (8 publications), relationships between FMSs and other parameters (15 publications), FMS assessment tools (14 publications), and intervention effects on FMSs (47 publications). Conclusions: Effective FMS acquisition requires collaborative interventions involving teachers, parents, sports professionals, and healthcare providers. Future research should focus on developing standardized assessment tools, interpreting FMSs as part of physical literacy to understand their association with PA level and design efficient intervention strategies.