The effects of direct nutritional supplements on athletic performance are still being investigated and arouse curiosity. Only one study in the literature was found that investigated the kicking speed performance of futsal players following low-dose caffeine supplementation (3 mg/kg); thus, the question of whether caffeine supplementation improves kicking speed as well as essential physical parameters in soccer players is still controversial. Therefore, the aim of this study was to determine the effect of caffeine supplementation on vertical jump (VJ), sprint, reaction time, balance, change of direction (COD), and ball-kicking speed in soccer players. In a double-blind, cross-over design, nine moderately trained male soccer players (21.11 ± 2.02 years, 171.22 ± 6.14 cm, 71.78 ± 10.02 kg) consumed caffeine (6 mg/kg) or a placebo 60 min before completing balance, reaction time, vertical jump, agility, 30 m sprint, and ball-kicking speed tests. Greater VJ height (p = 0.01) and power (p = 0.08), and faster completion time according to the Illinois Agility Test (p = 0.08) were found following caffeine supplementation compared to placebo. Elapsed time (p = 0.01), average (p = 0.01) time, and the slowest reaction times (p = 0.016) were significantly reduced after caffeine consumption compared to placebo supplementation. Caffeine intake significantly improved VJ, agility, and reaction time (p < 0.05) but did not affect 30 m sprint, ball-kicking speed, balance, and RPE values in soccer players (p > 0.05). Although non-significant, caffeine intake also improved sprint (0.67%) and ball kicking (2.7%) performance percentages. Also, caffeine consumption did not induce dehydration, and the athletes’ body hydration levels were normal. These findings support the use of caffeine supplementation as an effective nutritional ergogenic aid to enhance anaerobic performance, at least for vertical jumps, COD speed, and reaction time, in trained male soccer players.

Listening to music has been found to influence postural balance in both healthy participants and certain patients, whereas no study investigates such effects among healthy middle-aged women. Thus, this study aimed to investigate the effect of music on postural balance in middle-aged women. Twenty-six healthy women aged between 50 and 55 years participated in this study. A stabilometric platform was used to assess their postural balance by recording the mean center of pressure velocity (VmCOP) in the eyes-opened (OE) and -closed (EC) conditions on both firm and foam surfaces. Our results showed that listening to an excerpt of Mozart’s Jupiter significantly decreased the VmCOP values in two sensory conditions (firm surface/EO: (p < 0.01; 95% CI: 0.27 to 2.22); foam surface/EC: (p < 0.001; 95% CI: 0.48 to 2.44)), but not in the other two conditions (firm surface/EC and foam surface/EO). We concluded that listening to Mozart’s symphony improved postural performance in middle-aged women, even in challenged postural conditions. These enhancements could offer great potential for everyday functioning.

Altitude training increases haemoglobin, erythropoietin values among athletes, but may have negative physiological consequences. An alternative, although less explored, that has the potential to positively influence performance while avoiding some of the negative physiological consequences of hypoxia is sand training. Ten endurance-trained athletes (age: 20.8 ± 1.4, body mass: 57.7 ± 8.2 kg, stature: 176 ± 6 cm; 5000 m 14:55.00 ± 0:30 min) performed three 21-day training camps at different locations: at a high altitude (HIGH), at the sea-level (CTRL), at the sea-level on the sand (SAND). Differences in erythropoietin (EPO) and haemoglobin (Hb) concentration, body weight, VO_2max and maximal aerobic velocity (VMA) before and after each training cycle were compared. Data analysis has indicated that training during HIGH elicited a greater increase in VO_2max (2.4 ± 0.2%; p = 0.005 and 1.0 ± 0.2%; p < 0.001) and VMA (2.4 ± 0.2%, p < 0.001 and 1.2 ± 0.2%; p = 0.001) compared with CTRL and SAND. While increases in VO_2max and VMA following SAND were greater (1.3 ± 0.1%; p < 0.001 and 1.2 ± 0.1%; p < 0.001) than those observed after CTRL. Moreover, EPO increased to a greater extent following HIGH (25.3 ± 2.7%) compared with SAND (11.7 ± 1.6%, p = 0.008) and CTRL (0.1 ± 0.3%, p < 0.001) with a greater increase (p < 0.01) following SAND compared with CTRL. Furthermore, HIGH and SAND elicited a greater increase (4.9 ± 0.9%; p = 0.001 and 3.3 ± 1.1%; p = 0.035) in Hb compared with CTRL. There was no difference in Hb changes observed between HIGH and SAND (p = 1.0). Finally, athletes lost 2.1 ± 0.4% (p = 0.001) more weight following HIGH vs. CTRL, while there were no differences in weight changes between HIGH vs. SAND (p = 0.742) and SAND vs. CTRL (p = 0.719). High-altitude training and sea-level training on sand resulted in significant improvements in EPO, Hb, VMA, and VO_2max that exceeded changes in such parameters following traditional sea-level training. While high-altitude training elicited greater relative increases in EPO, VMA, and VO_2max, sand training resulted in comparable increases in Hb and may prevent hypoxia-induced weight loss.

This study aimed to compare the anthropometric and performance characteristics of U16 and U18 male basketball players to better understand post-peak height velocity (PHV) developmental differences. A total of 31 athletes from the local international basketball academy participated in the research—15 from the U16 category (15.25 ± 0.86 years) and 16 from the U18 category (17.46 ± 0.34 years). Measurements included body composition, sprinting (with and without the ball), agility, and jump performance. The results revealed significant between-group differences in most anthropometric variables (p < 0.001), including body mass, BMI, skeletal muscle mass, fat-free mass, total body water, and segmental muscle mass. However, there were no significant differences in body height and body fat percentage. Performance comparisons showed that U18 players outperformed U16 players in agility (p = 0.026), 10 m and 20 m sprints (p = 0.045 and p = 0.016, respectively), and 20 m dribbling sprints (p = 0.011), while no significant differences were observed in jumping ability. These findings suggest that physical maturation strongly influences anthropometric parameters and partially affects performance characteristics. The results highlight the importance of age-appropriate training strategies that consider biological development stages in youth basketball.

Background: Reaction time and coordination are key performance components in team sports such as handball, particularly during the developmental years. Integrating visual and cognitive stimuli through smart technologies has been shown to facilitate motor skill development in young athletes. Methods: This study evaluated the effects of a BlazePod-based training protocol on reaction time, visuomotor coordination, movement quickness, and change-of-direction performance in junior male handball players aged 12–14 years. Thirty-two athletes (mean age = 13.37 ± 0.29 years) were randomly assigned to an experimental group (n = 16), in which the traditional neuromotor/coordination block of regular practice was replaced with BlazePod-based drills three times per week for eight weeks, or to a control group (n = 16), which trained the same capacities with traditional handball-specific exercises without technology. Training frequency (3 sessions/week), session duration (90 min), and the workload of the 30 min neuromotor block were matched between groups. Motor performance was assessed using four tests: Focus Reactions, Fast Feet, Clap Challenge, and the Agility T-Test. Paired- and independent-samples t-tests were applied to compare pre- and post-intervention scores. Results: The experimental group showed significant within-group improvements in Focus Reactions (p = 0.002) and AgilTT_ShuffleLeft (p = 0.014), whereas the control group showed no improvements and a small but significant worsening in Focus Reactions. Between-group comparisons at post-test revealed significant differences in favor of the experimental group for Fast Feet (p = 0.036), Clap Challenge (p = 0.008), AgilTT_Overall (p < 0.001), and AgilTT_SprintBack (p = 0.003). Conclusions: The integration of BlazePod technology into handball training produced measurable improvements in reaction speed and lateral agility among junior players. These findings suggest that technology-assisted neuromotor training represents a viable training modality that can replace a traditional neuromotor block within youth handball practice while maintaining overall training dose.

This research explored how a planned physical education program, which combined team sports, mindfulness activities, and reflective exercises, could support the mental health of high school adolescents. Using a quasi-experimental design with pre- and post-assessments, the study included 60 teenagers (30 boys and 30 girls, aged 15–17) who were randomly divided into an experimental group (n = 30) and a control group (n = 30). Over eight weeks, the intervention group participated in structured sessions focused on emotional regulation, while the control group continued with standard physical education. Psychological outcomes were assessed using the Emotional Balance Scale (EBS), Self-Esteem Inventory (SEI), and Perceived Stress Scale (PSS). Analyses included Shapiro-Wilk tests, Cronbach’s alpha, paired t-tests, and a 2×2 Mixed-Design ANOVA. The intervention group showed significant improvements in emotional balance (M = 2.90 to 4.60; p < 0.01, d = 2.002), self-esteem (M = 41.00 to 57.50; p < 0.001, d = 2.134), and reduced stress (M = 19.80 to 12.10; p < 0.01, d = –2.432). No significant changes occurred in the control group. ANOVA confirmed significant Group × Time interactions (p < 0.001) with large effect sizes (η² > 0.38). These findings demonstrate that integrating emotional development strategies into physical education can significantly enhance adolescents’ psychological well-being. The results support incorporating structured, multidimensional programs into school curricula to improve emotional regulation, self-esteem, and stress resilience.