The use of virtual reality (VR) in older adults promotes improvements in mobility, strength, and balance. Changes in neuromuscular activation have been found to be associated with these improvements; however, during VR activities, this aspect has not been thoroughly investigated. The aim of this study was to investigate neuromuscular activation among older female adults during VR activities. Sixteen older female adults, with the use of VR, performed dynamic punching movements involving elbow flexion/extension for one minute, and the muscle activation of the bicep brachii was recorded with electromyography (EMG) and normalized to the maximal voluntary isometric contraction of elbow flexion. The one-minute activity was divided into three time phases: 0–10 s, 25–35 s, and 50–60 s. The five highest EMG amplitude values (%) in each phase were selected and averaged. Differences between phases were analyzed using repeated ANOVA (α_adj = 0.017). The EMG amplitude for the first phase was 39.1 ± 2.6%, that for the second phase was 44.8 ± 3.0%, and that for the third phase was 49.6 ± 3.1%. Statistically significant differences were found in all phases, with the first phase demonstrating a lower EMG amplitude (%) compared to the second (p = 0.002) and third phases (p = 0.000). The third phase demonstrated a higher EMG amplitude (%) compared to the second phase (p = 0.025). Engagement in VR activities can have significant effects on neuromuscular activation in older female adults, with our findings revealing a significant increase in the EMG amplitude within one minute of commencing a dynamic and challenging activity such as virtual boxing.

Introduction: Plyometric training (PLYO) and small-sided games (SSG) are widely used to improve explosive power and agility in youth team sports, yet field-test evidence in pubertal athletes is limited. The aim of this study was to compare the effects of a six-week PLYO and SSG training program on jumping, sprinting, and change-of-direction (5-10-5 agility test) in adolescent female handball players. Methods: A non-randomized, parallel-group intervention was conducted involving three intact U16 female handball teams from the Budapest area. Teams were assigned to plyometric training (PLYO; n = 12), small-sided games (SSG; n = 12), or standard training (control; CTRL; n = 10). The six-week intervention was integrated into regular practice. The PLYO and SSG groups performed their assigned training tasks twice per week, while the control group continued usual training. Performance was assessed with vertical jump (VJ), standing long jump (SLJ), 20 m sprint, and 5–10–5 agility test; the best of three trials was analyzed. Within-group changes were evaluated with paired t-tests and effect sizes (Cohen's d), while between-group differences were examined using one-way ANOVA. Results: Comparing pre-test results, a significant difference was observed in VJ between PLYO and SSG ( p = 0.030). No other baseline differences were detected. Over 6 weeks, PLYO improved across all tests, with significant changes in VJ ( p = 0.001), SLJ ( p = 0.002), 20 m sprint ( p < 0.001), and 5–10–5 ( p = 0.002). SSG showed no meaningful changes in VJ ( p = 0.958) or SLJ ( p = 0.345), but significant improvements in 20 m sprint ( p = 0.038) and 5–10–5 ( p < 0.001). CTRL significantly improved sprint ( p = 0.015) and 5–10–5 ( p < 0.001) with minimal changes in jump outcomes. Post-test between-group differences were not statistically significant. Discussion: Taken together, these findings suggest that both PLYO and SSG may be integrated into youth handball training, with potential modality-specific benefits. Larger randomized studies are required to clarify their comparative effects and optimal programming.

Creativity is a key and crucial competence in education. As several scientific publications have shown the positive effects of physical activity on creativity (Blanchette et al., 2005; Colzato et al., 2013; Santos et al., 2016 cited in Ruiz-Ariza et al., 2017), the role of physical education has been valorised in the field of creativity development (Sturza, 2014). Fundamental movement is essential to physical education lessons, providing teachers with a versatile tool to foster creativity. Different assessment procedures are crucial to measure the success of the learning process. We have not found an established and standardised protocol that objectively provides feedback on creative teaching-learning processes in PE lessons. Creative ideas can arise during the design of fundamental movement exercise sequences, and therefore, we have developed a set of criteria for evaluating the design of fundamental movement sequences. The study aims to present the criteria system and its validation.

A kreativitás fejlesztése autonómiát, együttműködést, és gondolkodást támogató oktatási módszereket igényel. A mindennapos testnevelésóra elhagyhatatlan eleme, a gimnasztika lehetőséget biztosíthat a kreatív tervezéséhez, kivitelezéséhez és gyakorlásához. A tánc, mint a gimnasztika kevésbé felhasznált alternatívája, bizonyítottan jótékony hatással bír a kreativitásra, így alkalmazása javallott a testnevelőtanárok számára. Tanulmányunk olyan gyakorlati példákat kínál, amely a kreativitás fejlesztését segíti gimnasztikai elemekkel.

In the spring of 2020 during the coronavirus pandemic, teaching of physical education at Eötvös Loránd University continued in the virtual space. Physical education teachers conducted an online training program weekly for students. It was a significant challenge for teachers to change the curricula overnight to support students’ physical activity needs and to motivate them as required. In our study we examined the effectiveness of the 7-week online physical education program based on feedback from 264 non- athletically competitive university students. This virtual experience provided instructive results, which support the introduction of blended physical education in higher education.