Exercises for the core can be categorized as promoting core-stability, core-strength, or functionality, as these are crucial aspects of most sports activities. This study aimed to examine the effects of using core complex training (CCT), complex training (CT), and core exercise (CE) on some aspects of muscle strength and shooting performance in basketball players. The 36 participants were divided into three groups of 12 each, and then the experimental approach was applied to each group. The groups were labeled as follows: the core complex training group (N = 12; age, 18.58 ± 0.67 years; height, 178.08 ± 0.79 cm; weight, 76.42 ± 1.38 kg; training age, 7.42 ± 0.51 years); the complex training group (N = 12; age, 18.50 ± 0.52 years; height, 177.92 ± 1.31 cm; weight, 76.67 ± 1.78 kg; training age, 7.33 ± 0.49 years); and the core exercise group (n = 12; age, 18.42 ± 0.52 years; height, 177.75 ± 1.29 cm; weight, 76.58 ± 1.38 kg; training age, 7.42 ± 0.67 years). For ten weeks, each of the three groups participated in three training sessions every week. This study investigates the impact of core complex training on basketball shooting ability and muscle strength. The eight-week program, consisting of weight training, plyometric exercises, and core exercises, yielded improvements in muscle strength and shooting accuracy. In tests of muscular strength and basketball shooting ability, the CCT group outperformed the CE and CT groups. The F value varied from 3.75 to 58.77, which are function values with a p < 0.05 significance level. The core complex training group exhibited superior muscle strength to that of both the complex training group and the core exercise group, in some areas. This is shown in the results of the javelin quadrathlon medicine ball test, the core muscle strength and stability test, the sit-up abdomen test, the sit-up back test, the standing long jump test, the Sargent jump test, and the shooting test (p < 0.005). Due to the effect of the core complex training program on improving performance efficiency and muscle strength, which affects the results of matches, we have recommended using the proven basic strength training program at other age stages, with the objective of including the concept, importance, and design of compound basic strength training in training programs used by basketball coaches.

This study aimed to determine the effects of either aerobic training (AT) or resistance training (RT) or both (A+RT) on obesity and its comorbidities in young adults. A total of 61 participants, aged 21.74 ± 1.42 years and with a body mass (BM) index (BMI) of 36.21 ± 2.43 kg/m², were randomized for 12 weeks into control (CONT, n = 15), AT (n = 15), RT (n = 16), and A+RT (n = 15) groups. BM, body composition, and cardiovascular disease risk factors were assessed before and after intervention. BM did not change in the CONT and RT groups but decreased significantly by 7.5 kg in the AT (p ≤ 0.05) and 8.82 kg in the A+RT (p ≤ 0.05) groups, respectively. Significant reductions were also noted in waist circumference, BMI, and body fat percentage in the exercising groups. The most significant variations were in the A+RT group. High-density lipoprotein cholesterol (HDL-C) concentrations were increased after A+RT by 2.39 mg/dL. Significant reductions were also noted in very-low-density lipoprotein cholesterol (VLDL-C) concentrations (−2.84 mg/dL) in the A+RT group. AT alone is effective in improving BM and body composition, while RT alone improves the body composition and A+RT ensures better outcomes concerning BM, body composition, HDL-C, and VLDL-C. Novelty: Aerobic training alone is effective in improving BM and body composition. Resistance training alone improves the body composition. The combination of aerobic and resistance exercises ensures better outcomes for BM, body composition, HDL-C, and VLDL-C.

Studies on students’ perceptions and expectations during physical education (PE) online learning remain scarce. Centered on self-determination theory, the present cross-sectional study aims to identify gender differences and predictors affecting motivation, psychological needs satisfaction (PNS), and academic achievement during PE online learning. Data were collected from Saudi students’ (N = 308, 161 females and 147 males) responses to the PE autonomy, relatedness, competence, and motivation questionnaires. Welch’s t-test for unequal sample sizes, multiple linear regression, and binary logistic regression were used to compare means and to predict the relationships between the independent and dependent variables. The results showed higher autonomy and competence perceptions in female than in male students, but no differences were observed in relatedness. Female students presented higher intrinsic motivations, lower amotivation perceptions than males. However, no gender differences were recorded in extrinsic motivation. Students with less experience in online learning and weak grade point averages (GPAs) are more susceptible to having a high level of amotivation. Gender, GPA, and prior experience with online learning are the common predictors for all PNS and amotivation, while GPA and prior experience with online learning are the determinants of intrinsic motivation. GPA is affected by prior experience with online learning, autonomy, competence, intrinsic motivation, and amotivation. Therefore, teachers are encouraged to adapt their didactic-pedagogical behaviors during PE online learning according to students’ motivation and autonomy perceptions. Structuring teaching activities with more individualized support for autonomy, competence, intrinsic motivation, and students’ online skills/competencies ensures better learning efficiency and academic achievements.

The interest in the efficiency of online learning was and remains a major concern to researchers especially during the worldwide pandemic crisis (COVID-19). Nonetheless, there is a lack of studies focusing on students’ perceptions in online physical education (PE) learning sessions. Based on the self-determination theory (SDT), the present investigation aimed to explore psychological need satisfaction (PNS) to understand the autonomy, competence, and relatedness of Saudi PE students during the online sessions undertaken during the COVID-19 pandemic lockdown. PE students (N = 321, 161 females and 160 males) completed an online questionnaire composed of demographic characteristics, grade point average (GPA), sleep and physical activity (PA) habits, and the physical education autonomy relatedness competence scales (PE-ARCS). A t-test and one-way ANOVA were conducted and revealed that female students presented higher PNS compared with males. Students practicing PA had higher autonomy values than those not practicing PA (p = 0.001). However, no differences were recorded concerning competence and relatedness perceptions. The groups practicing walking, aerobic exercise, muscular training, and specialty training had higher values in autonomy and relatedness. The groups that slept for more than six hours a night, had previous experience with online learning, and had a GPA of more than three recorded higher PNS values. Correlation analysis showed high interdependence of the three PNS variables as well as with the variables of gender, experience with online learning, sleep hours, and type of PA practiced, but not with GPA or frequency of PA practice. The PNS values regarding online PE sessions were (i) higher in female students compared with males and (ii) related to previous experience in online learning, GPA, sleep habits, and type of PA. Walking, aerobic exercise, muscular training, and training in a specialty affected both autonomy and competence perception; however, relatedness was mainly affected by walking activity. Therefore, it is necessary to support ICT knowledge of students with low GPAs and to encourage them to adopt balanced sleep and physical activity habits to increase their perceptions of autonomy, competence, and relatedness in online PE lessons.

Encouraging physical activity (PA) for adolescents is necessary to achieve and maintain optimal health, but it may increase the risk of PA-related injuries. This study sought to assess the frequency, location, type, and severity of PA-related injuries in Saudi students aged 13 to 18 years and to identify associated risk factors. A total of 402 students, including 206 boys aged 15.87 ± 1.69 years and 196 girls aged 15.83 ± 1.70 years, were randomly assigned to participate in this study. For each participant, height, weight, body mass index, and fat percentage were measured. Responses to a specially designed four-part self-administered questionnaire were also collected. Results revealed that better specific knowledge was associated with a lower likelihood of sustaining injuries (β = −0.136; p = 0.001) but increased sedentary behaviors were associated with a greater likelihood of sustaining a PA-related injury (β = 0.358; p = 0.023). Gender, knowledge, and sedentary behaviors were the factors overall associated with a greater likelihood of suffering 1, 2, and 3 or more PA-related injuries. However, gender, fat-free mass, knowledge, and sedentary behaviors were associated overall with a greater likelihood of bruises, strains, fractures, sprains, concussions, and at least two types of PA-related injuries. Collectively, we should pay attention to the PA-related injury problem among middle and high school students, particularly when promoting a physically active lifestyle.