School physical activity breaks are currently being proposed as a way to improve students’ learning. However, there is no clear evidence of the effects of active school breaks on academic-related cognitive outcomes. The present systematic review with meta-analysis scrutinized and synthesized the literature related to the effects of active breaks on students’ attention. On January 12th, 2021, PubMed, PsycINFO, Scopus, SPORTDiscus, and Web of Science were searched for published interventions with counterbalanced cross-over or parallel-groups designs with a control group, including school-based active breaks, objective attentional outcomes, and healthy students of any age. Studies’ results were qualitatively synthesized, and meta-analyses were performed if at least three study groups provided pre-post data for the same measure. Results showed some positive acute and chronic effects of active breaks on attentional outcomes (i.e., accuracy, concentration, inhibition, and sustained attention), especially on selective attention. However, most of the results were not significant. The small number of included studies and their heterogeneous design are the primary limitations of the present study. Although the results do not clearly point out the positive effects of active breaks, they do not compromise students’ attention. The key roles of intensity and the leader of the active break are discussed. INPLASY registration number: 202110054.

Most combat sports (CS) are structured in weight categories, and it is very common to carry out body weight adjustment strategies in order to compete in lower weight categories. For this reason, different rapid weight loss (RWL) strategies are usually performed to pass the pre-competition weigh-in test, and then a replenishment of fluids and carbohydrate-rich foods is conducted in an attempt to recover the weight and avoid a performance loss. In this context, no clear references have been found on whether these types of strategies have negative effects, impairing the athlete’s combat and/or physical performance. For this reason, the aim of this study was to review the scientific literature on the effect of rapid weight reduction strategies on the performance of CS athletes. A literature search was performed through four different databases (PubMed, SPORTDiscus, Web of Science and ScienceDirect). Four inclusion criteria were established as follows: (1) the subjects had to be competitors in the CS and carry out RWL strategies; (2) at least two measurement points, that is, normal conditions and dehydration condition; (3) measurements in a real competition or simulating the same conditions; (4) original research articles written in English or Spanish and available in full text. Finally, a total of 16 articles were finally included in this research. All subjects (n = 184) were athletes from combat disciplines, with a minimum of 3–4 years of practice, as well as with certain experience in RWL. Six of the studies reported that an RWL strategy of around 5% of body weight loss did not affect performance parameters. However, the other ten studies with RWL between 3 and 6% or even higher reported negative effects or impairments on different parameters related to performance and/or athlete’s psychophysiology, such as perceived fatigue, mood states, strength and power production, as well as changes in hormonal, blood and urine parameters, body composition, or the kinematics of the technical gesture. Although there is still no clear answer to the issue approached in this research, in general terms, it seems that in order to guarantee an acceptable athletic performance of the competitor, the weight loss should not exceed 3% to ≤5% of body weight together with ≥24 h for adequate (or at least partial) recovery and rehydration processes. In addition, it is highly recommended to lose weight progressively over several weeks, especially focusing on competitions lasting several days, as well as multiple rounds or qualifying stages.

The UN Sustainable Development Goals (SDG) show how education is essential for creating values in students. In particular, SDG 4 (quality education) and SDG 5 (gender equality) indicate how co-education should be a sustainable benchmark. Co-educational methodologies have been studied for decades. Among them, cooperative learning is considered a valid technique for developing social relations and competences. This study aims to describe and characterize the gender differences between university students regarding their impressions and behaviors when working cooperatively. One hundred and seventy-seven university students (98 women and 79 men), from Physical Education and Primary Education degree courses, worked with Aronson’s Jigsaw technique. After its completion, they completed a questionnaire to analyze cooperative work in higher education (ACOES). The results are organized into seven dimensions. The main gender differences found show that women gave a higher evaluation to relating cooperative learning to future teaching roles (p = 0.017) and to understanding the need for cooperative tasks (p = 0.035). Additionally, female students prefer groups to be organized according to academic criteria and that they should remain stable throughout the academic period. Both genders value Aronson’s Jigsaw as a good method for developing social competences, although they are more neutral when considering it effective at improving academic performance. These findings help to generate a gender-cooperation profile that will enable future research to discuss results more accurately.

Background and Objectives: The aim of this study was twofold: (i) to analyze the relationships between fitness status (repeated-sprint ability (RSA), aerobic performance, vertical height jump, and hip adductor and abductor strength) and match running performance in adult women soccer players and (ii) to explain variations in standardized total distance, HSR, and sprinting distances based on players’ fitness status. Materials and Methods: The study followed a cohort design. Twenty-two Portuguese women soccer players competing at the first-league level were monitored for 22 weeks. These players were tested three times during the cohort period. The measured parameters included isometric strength (hip adductor and abductor), vertical jump (squat and countermovement jump), linear sprint (10 and 30 m), change-of-direction (COD), repeated sprints (6 × 35 m), and intermittent endurance (Yo-Yo intermittent recovery test level 1). Data were also collected for several match running performance indicators (total distance covered and distance at different speed zones, accelerations/decelerations, maximum sprinting speed, and number of sprints) in 10 matches during the cohort. Results: Maximal linear sprint bouts presented large to very large correlations with explosive match-play actions (accelerations, decelerations, and sprint occurrences; r = −0.80 to −0.61). In addition, jump modalities and COD ability significantly predicted, respectively, in-game high-intensity accelerations (r = 0.69 to 0.75; R² = 25%) and decelerations (r = −0.78 to −0.50; R² = 23–24%). Furthermore, COD had significant explanatory power related to match running performance variance regardless of whether the testing and match performance outcomes were computed a few or several days apart. Conclusion: The present investigation can help conditioning professionals working with senior women soccer players to prescribe effective fitness tests to improve their forecasts of locomotor performance.

The practice of physical activity (PA) contributes to the prevention of chronic diseases such as obesity, metabolic syndrome or cardiovascular diseases, being also directly related to the individual’s physical fitness. Therefore, it is necessary to measure and monitoring the levels of PA in childhood and adolescence, since it may be useful to describe their current health status and the association with physical fitness, as well as to reveal putative consequences in the future. Within the educational field, it has been shown that physical education (PE) classes are a favorable context for the creation of healthy physical-sports habits and self-determined motivation could be a key for explaining the level of PA practice. For this reason, the purpose of this research was to study the mediating role of integrated regulation (IR) on the relationship between PA and physical fitness in children and adolescents. A total of 325 students between 11 and 14 years old participated in the study. The level of PA was estimated through the specific Physical Activity Questionnaire for Children (PAQ-C), while motivation and IR were measured by using the Perceived Locus of Causality scale (PLOC-2). In addition, physical fitness was measured through the Eurofit fitness battery of tests, composed of three body composition measures and seven tests of different physical capacities. The physical fitness score showed no differences when genders were compared. After regression analysis, the resulting models revealed a good adjustment and correlation between PA practice and physical fitness (β = 0.173; p < 0.001), being established through the macro Process that this relationship is partially conditioned by the IR (β = 0.122; p = 0.03). ROC curve analysis estimated the score of 5.88 as a cut-off point to discriminate between levels of IR for students, classified as physically active or not (AUC = 0.67; p < 0.001). The conclusions from these main and other complementary analyses reporting complete mediations, suggest that the IR could be decisive in predicting and explaining the relationship between the practice of PA and physical fitness at these ages, highlighting its importance for a greater adherence to the practice.

This study aimed to explore the main determinants of repeated-sprint ability (RSA) in women soccer players considering aerobic capacity, sprinting performance, change-of-direction, vertical height jump, and hip adductor/abductor isometric strength. Twenty-two women soccer players from the same team participating in the first Portuguese league were observed. Fitness assessments were performed three times during a 22-week cohort period. The following assessments were made: (i) hip abductor and adductor strength, (ii) squat and countermovement jump (height), (iii) change-of-direction test, (iv) linear sprinting at 10- and 30-m, (v) RSA test, and (vi) Yo-Yo intermittent recovery test level 1. Positive moderate correlations were found between peak minimum RSA and adductor and abductor strength (r = 0.51, p < 0.02 and r = 0.54, p < 0.01, respectively). Positive moderate correlations were also found between peak maximum RSA and adductor and abductor strength (r = 0.55, p < 0.02 and r = 0.46, p < 0.01, respectively). Lastly, a moderate negative correlation was found between fatigue index in RSA and YYIR1 test performance (r = −0.62, p < 0.004). In conclusion, abductor and adductor isometric strength-based coadjutant training programs, together with a high degree of aerobic endurance, may be suitable for inducing RSA in female soccer players.