The present study aimed to investigate the impact of practicing sports activities on manual skills, focused on reaction time depending on manual laterality. The objectives of the study were to identify the differences in improving simple, optional, and cognitive reaction times in the manual executions of student athletes who practice team sports involving the manual handling of the ball (volleyball, basketball, handball) in comparison with student athletes who practice individual sports and with non-athletic students; to identify the differences regarding the reaction time of the right- and left-handed executions depending on the manual lateralization of the subjects (right- and left-handedness) between the three experimental samples: team sports group (TSG), individual sports group (ISG), and the group of non-athletes (NAG) through the use of computer tests. The study included 335 subjects who were divided into three groups: TSG with 102 subjects, ISG with 112 subjects, and NAG with 121 subjects. The subjects of the study were given five computer tests to evaluate three types of reaction time: simple reaction time (Start/Stop Test), choice reaction time (Check Boxes Test, Hit-the-dot Test), and time of cognitive reaction (Trail making Test part A and B). The results were analyzed regarding right- and left-handedness, as well as the execution hand (right hand or left hand) in solving the tests. The results of the study highlighted significant statistical differences between the three groups: TSG, ISG, and NAG. The best results were recorded by TSG in all tests, and the lowest by NAG. Statistically significant differences were also recorded between the executions with the dominant hand compared to the executions with the non-dominant hand in relation to right- and left-handedness. The study highlighted that the smallest differences in all the study groups were recorded in the simple reaction time test, where the differences between the right-handed and left-handed executions were the lowest, reflecting the best level of symmetrization of the motor executions.

This study examined the effect of two different follow-ups of a plyometric program on improving speed and explosive strength. Thus, the purpose of this study is to identify the 12-week effect of the plyometric program on the development of speed and explosive strength in adolescents. The research was conducted on a sample of 195 male adolescent participants aged 15 years ± 6 months, who were divided into two groups, the first group of the plyometric group (PG) 90 adolescents s participated in plyometric training sessions three times a week for 12 weeks, while the control group (CG) 105 adolescents only attended their regular lessons in Physical Education. Tests of study: sprint (S) 30 m speed; S80 m speed; S100 m speed; Standing long jump; Standing triple jump; Vertical Jump. The results presented between the measurement pre- and post-plyometric program in the group (PG) have resulted in favor of this group over the control group (CG), and it has also been identified that there are significant differences in the indicators of speed and explosive strength at the level (p < 0.05). In conclusion, a 12-week plyometric program has shown significant increases in speed and explosive strength indicators in teenagers, and the same model can be used in elite athletes.

This study critically examines the multidimensional differences in body image perceptions among female students who participate in regular sports activities compared to their sedentary counterparts. The investigation involved a sample of 436 female students divided into two distinct groups: the sports group (GS, n = 180), consisting of participants from physical education and sports disciplines, and the non-sports group (GNS, n = 256). Anthropometric measurements such as height, weight, and body mass index (BMI) were systematically taken, along with the administration of three validated psychometric tools: the Silhouette Rating Scale (SRS) to assess body perception and satisfaction, the Objectified Body Consciousness Scale (OBC) to evaluate body objectification, and the Ideal Body Stereotype Scale-Revised (IBIS-R) to analyze perceptions of ideal body stereotypes. Notably, body dissatisfaction (SRS-D) showed the strongest correlation with BMI in both groups, with the non-athletic group displaying slightly higher correlation coefficients (r = 0.940) compared to the athletic group (r = 0.904; p < 0.001). Additionally, stereotypes related to the ideal body (IBIS-R) were strongly correlated with BMI in the non-athletic group (r = 0.846), whereas the athletic group showed a slightly lower correlation (r = 0.805). The body objectification measure (OBC) demonstrated moderate correlations, with the non-athletic group showing stronger associations (r = 0.394 vs. r = 0.352). Linear regression analysis revealed that non-athletic individuals exhibited higher predictive validity, characterized by greater R² values and stronger correlations between physical and psychosocial factors. The results indicate that participation in sports serves as a protective factor against negative body image, shown by weaker correlations in the sports group. This research suggests that engaging in physical activities is associated with healthier body profiles and a more positive body image, leading to greater satisfaction and more realistic perceptions of body size.