The main purpose of the study was to identify the level of improvement in cognitive flexi-bility manifested by choice and cognition reaction times in relation to manual and podal skills as a result of the implementation of a program of therapeutic exergame exercises, for a time interval of 6 weeks at the level of students. 511 students participated in the cross-sectional study, of which 279 male (54.6%) and 232 female (45.4%), divided into two groups: the experimental group 266 (521%) subjects and the control group 245 (48%) sub-jects. The implementation of the experimental program comprising of 8 physical thera-peutic exergames took place for 6 weeks, in one session per week, within the physical edu-cation lessons, only for the male and female experimental groups. In the initial and final testing session, 2 standardized tests were applied: TMT part A, B and 2 tests adapted for this study: Square Test and 25 Squares Test. The progress registered by the male and fe-male experimental groups was statistically significant. In all tests, the experimental groups showed higher progress compared to the control groups. Depending on the gender differences, it was found that the male experimental and control groups made better pro-gress compared to the female groups in the following tests: TMT part A, Square Test, 25 Squares Tests. The implementation of a physical therapeutic exergame program deter-mined the improvement of cognitive flexibility man-ifested by choice and cognitive reac-tion times in conditions of manual and podal motor skills, demonstrating the effective-ness of exergame technologies adapted and implemented for prophy-lactic purposes.

The research focuses on the development of physical, cognitive and social components in 28 adolescents (12-14 years old). They are students of two institutionalized centers of Romania. The first one is the "Sfântul Ștelian" Inclusive Education School Center of Costesti, Arges(CC-12 subjects). The second one is the "Sfânta Filofteia" Inclusive Education School Center of Ștefănești (CS-16 subjects). This research aims to identify the individual particularities in the psychomotor behavior of adolescents with special needs (SEN). The subjects were included in personalized psychomotricity programs without compromising the effectiveness of these ones. The specific needs of each individual child were taken into consideration. Primary data were obtained by comprehensively analyzing the psychological records of subjects and evaluating their motor development and physical condition. Scientific instruments used: Optojump Next optical system for movement analysis; Witty SEM intelligent semaphore; Sensamove balance miniboard and Tanita body composition analyzer. Finally, the results from the two centers were compared through statistical-mathematical analysis. The Kolmogorov-Smirnov test and, as appropriate, the Independent sample t-test and Mann-Witney U test were used. The results of the psycho-pedagogical records highlighted that the socio-demographic variables had relatively similar characteristics in the two institutionalized centers. Regarding the analysis of the psychomotor component, the comparisons between the groups distributions revealed statististically significant differences in only 18.7%. The combined results showed that psychomotor interventions can be similarly applied in the two centers, using the same program. The intervention program and the experimental results of its application are the subject of another research.

Tailoring motor activities to the unique needs of children with special educational requirements has shown considerable efficacy. Our study aimed to develop a structured program specifically designed to enhance psychomotor abilities, focusing on balance and motor–cognitive skills among 28 students (aged 12–14) from two institutional centers in Romania. The program spanned 36 weeks, with biweekly 30 min sessions. Psychomotor skills were assessed through tests measuring balance, speed of movements, and upper limb motor laterality. Initial and final data were collected for evaluation. A statistical analysis, employing the Kolmogorov–Smirnov and Wilcoxon Z tests, compared the assessments. The results indicated significant improvements in movement speed, with a notable increase in stimulus identification (averaging from approximately 13 to 14) (p < 0.05) and reduced processing time (decreasing from about 28.7 to 28 s) (p < 0.05). However, while the structured program demonstrated substantial enhancements in specific motor and cognitive–motor skills, it did not yield significant changes in dynamic balance, maintaining values close to 0.9 (p > 0.05) for open-eyed balance and 0.88 (p > 0.05) for closed-eyed balance. Additionally, an analysis of the processing speed in pulses per second showcased a marginal decline, from approximately 0.46 to 0.45, revealing notable disparities between the initial and final measurements (p < 0.05).

Background and Study Aim. Fear of failure, choking under pressure, financial disparities in income, and concerns related to body image and social pressure may intensify on-field challenges. These factors make the competitive environment particularly demanding for female soccer players. The aim of the current review is to map the available evidence on anxiety in women's football over the past decade and to identify interventions designed to manage anxiety among female soccer players. Material and Methods. A scoping review was conducted following the PRISMA-ScR guidelines. An extensive search was carried out across four major databases for publications dated between 2014 and 2024. Two independent reviewers screened titles and abstracts, followed by full-text screening and data extraction. Any disagreements were resolved by a third researcher. The findings were tabulated and synthesized in a narrative format. The study was pre-registered on the Open Science Framework. Results. The search yielded 2885 unique records. A total of 21 texts were reviewed in full, and the final sample included 14 studies. Some of the records included mentioned modifications to psychosocial interventions, such as Virtual Reality (VR) relaxation sessions, pre-exercise sporting massage, and psychological training programs (including psycho-neuromuscular theory and visualization techniques). These interventions led to a reduction in anxiety, though their effectiveness varied significantly across different approaches. Our results suggest that research on women's football may disproportionately focus on psychological interventions for managing anxiety. This highlights the need for broader investigations into other factors that influence athletes' performance and well-being. Conclusions. This scoping review helps clarify the current landscape of anxiety research in women's soccer. It highlights both promising interventions and gaps in the research over the past decade. Although the body of evidence on anxiety interventions is small, it suggests that psychological interventions may be effective in reducing anxiety among female soccer players.

The main scope of this study is to use plyometric means in volleyball training, individualized according to the training period, in order to improve the strength-speed capacity from the point of multidimensional perspective. The longitudinal experiment took place during the competitive year 2022-2023 and consisted in the introduction of plyometric means in training, depending on the training period, the time allocated to the improvement of strength-speed capacity being 20 minutes. We mention that the research was carried out in the gym of Dacia Pitesti Technological High School. The statistical data were collected by using the “Kistler Force Measurement Platform - Quattro Jump v1.1.1.x”. According to the results, we mention that through the use of specialized plyometric programs during training, we obtained significantly improved values in the final evaluation of the applied tests, through a significant percentage increase with a value between 7% and 25% in the group subjected to the experiment. Sports training for U17 female volleyball players is a systematic and continuous pedagogical process with the objective of improving the general motor capacity and in particular the strength-speed capacity, the functional and mental capacity, based on the adaptation of the body to the intense and maximum efforts. In conclusion, the use of specialized plyometric programs in the training of cadet female volleyball players (15-17 years), determines a faster and more extensive development of general physical training, ensures a good rest for the athletes and reveals a more efficient use of the time allocated to the training.

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.