The purpose of this study was to analyze the influence of exercise type, set configuration, and relative intensity load on relationship between 1 repetition maximum (1RM) and maximum number of repetitions (MNR). Thirteen male subjects, experienced in resistance training, were tested in bench press and biceps curl for 1RM, MNR at 90% of 1RM with cluster set configuration (rest of 30s between repetitions) and MNR at 70% of 1RM with traditional set configuration (no rest between repetitions). A lineal encoder was used for measuring displacement of load. Analysis of variance analysis revealed a significant effect of load (p0.05). Correlation between 1RM and MNR was significant for medium-intensity in biceps curl (r=-0.574; p<0.05) and between MNR and 1RM/body mass (r=-0.574; p<0.05). Neither 1RM nor 1RM/body mass correlated with velocity along set, so velocity seems to be similar at a same relative intensity for subjects with differences in maximum strength levels. From our results, we suggest the employment of MNR rather than % of 1RM for training monitoring. Furthermore, we suggest the introduction of cluster set configuration for upper-body assessment of MNR and for upper-body muscular endurance training at high-intensity loads, as it seems an efficient approach in looking for sessions with greater training volumes. This could be an interesting approach for such sports as wrestling or weightlifting.

COVID-19 pandemic restrictions might have negatively affected the health-related physical fitness of children and adolescents. The aim of this study was to contrast the body composition and physical fitness data of two independent samples of children and adolescents obtained from an online database (DAFIS project) before (n = 15,287) and during (n = 2101) the first academic year of the COVID-19 pandemic. The results revealed higher values for the body mass index (p = 0.002), waist circumference (p < 0.001), and waist to hip and waist to height ratios (p < 0.001) during than before the pandemic, particularly in the case of boys. On the other hand, lower muscular fitness was observed for girls during the pandemic. Quantitative and qualitative analysis did not detect relevant changes in cardiorespiratory fitness in children or adolescents (p > 0.05). Our data suggested that pandemic constraints might have affected body composition and muscular fitness of children and adolescents. These results might be of interest for designing specific interventions oriented toward counteracting the negative effects of pandemic restrictions on health-related physical fitness.

Assessing physical fitness has emerged as a proxy of the health status of children and adolescents and therefore as relevant from a public health point of view. DAFIS is a project included in Plan Galicia Saudable (Healthy Galicia Plan) of the regional government of Galicia (Spain). DAFIS consists of an on-line software devoted to record the results of a standard physical fitness protocol carried out as a part of the physical education curriculum. The aims of this study were: to obtain normative values of physical fitness of the Galician school population evaluated in the DAFIS project, and to identify a reduced number of components and tests able to capture a significant amount of the variability in the physical fitness of children and adolescents. From an initial sample of 27784 records, 15287 cases (7543 males, 7744 females) were considered after filtering. Generalized Additive Models for Location, Scale and Shape were used for obtaining percentile curves and tables for each sex. Furthermore, a principal components analysis was performed, selecting the number of components by applying the Kaiser’s rule and selecting a subset of variables considering the correlation between each variable and the components. Percentile curves and normative values are reported for each test and sex. Physical fitness was better in boys than in girls throughout age groups, except for flexibility that was consistently higher in girls. Two main components were detected throughout age groups: the first one representing body composition and partially cardiorespiratory fitness and the second one muscular fitness. For boys and girls, waist to height ratio had the highest correlations with the first component in four out of six age groups. The highest correlation with the second component, was most frequently observed for the handgrip test both in boys and girls (four out of six age groups). This study provides evidence about the utility of school community actions like DAFIS aimed to track the health-related fitness of children and adolescents. The results suggest that fat mass distribution (i.e., waist to height ratio and waist circumference) and muscular performance (mainly handgrip) concentrate a high proportion physical fitness variance.

The main aim of this study was to analyze the effect of resistance training programs differing in set configuration on mechanical force-velocity profiles. Thirteen participants performed 10 unilateral knee extension training sessions over 5 weeks. Each limb was randomized to one of the following set configurations: traditional (4 sets of 8 repetitions at maximum intended velocity, 10RM load, 3-min pause between sets) or interrepetition rest (32 maximum intended velocity repetitions, 10RM load, 17.4 s of rest between each repetition). Velocity of each repetition was recorded throughout the program. Before and after training, individual linear force velocities were calculated, and the following parameters were obtained: force and velocity axis intercept, slope, and estimated maximum power. Mean velocity was higher throughout the program for interrepetition rest configuration (0.54 ± 0.01 vs. 0.48 ± 0.01 m∙s⁻¹ for interrepetition rest, and traditional configuration respectively; main effect of set configuration: P < .001). There was a significant increase in force and velocity intercepts, but a steeper negative slope after both training protocols (main effect of time: P < .001 for every variable). Differences in resistance training velocity did not affect the adaptations. Our results suggest that, in a short-term program, maximum intended rather than actual velocity is a key factor to modulate strength adaptations.

Introducción: El objetivo del presente estudio fue evaluar los efectos de una Unidad Didáctica (UD) gamificada en comparación con una UD de metodología tradicional, sobre los niveles de motivación y de aprendizaje de los estudiantes de educación física. Material y método: 42 estudiantes (15 ± 0.4 años) distribuidos en dos clases de 3º de Educación Secundaria Obligatoria realizaron seis sesiones de una UD de judo. De forma aleatoria, se aplicó una metodología innovadora en una de las clases basada en la gamificación, y una metodología tradicional basada en el mando directo y la asignación de tareas en la otra clase. Se evaluó la motivación de los estudiantes pre- y post- intervención, y también se evaluó al final de la UD el aprendizaje motriz, y los aspectos actitudinales y sociales alcanzados por los estudiantes con una rúbrica. Resultados: la gamificación incrementó el aprendizaje de los estudiantes respecto al grupo de enseñanza tradicional, sin modificar los niveles de motivación. Conclusiones: los resultados obtenidos evidencian el gran potencial de la gamificación como herramienta para que los profesores de educación física logren un mayor aprendizaje en las unidades didácticas de iniciación deportiva. Palabras clave. metodologías activas; innovación educativa; judo; habilidades motoras; aprendizaje deportivo; deportes de combate. Purpose: This study aimed to evaluate the impact of a gamified didactic unit (UD) compared to a traditional methodology UD on motivation and motor learning in physical education students. Methods: 42 students (15 ± 0.4 years) distributed in two classes in the 3rd year of the high school performed six judo sessions. Randomly, an innovative methodology based on gamification was applied in one class and a traditional methodology based on direct command and task assignment in the other. We evaluated the students' motivation before and after the intervention. And at the end of the UD, we assessed the students' motor learning and attitudinal and social aspects with a rubric. Results: gamification increased student learning compared to the traditional teaching group without modifying motivation levels. Conclusion: the results obtained show the great potential of gamification as a tool for physical education teachers to achieve more improvement in motor learning in their sports initiation students. Keywords. active methodologies; educational innovation; judo; motor skills; sports learning; combat sports.