The reactive strength index (RSI) is a performance measure previously used to assess lower extremity performance; however, this study addresses limitations in its interpretation that need to be readdressed. The purpose of this study is twofold: to test the correlation of a new variable denominated integral reactive strength index (IRSI) with the RSI and to compare the flight time, ground contact time, jump height, RSI, reactive capacity, and IRSI between Olympic athletes in 100 m and 400 m. Ten elite male track and field athletes who qualified for the Olympics participated in this study (age = 24.9 ± 2.42 years; height = 1.75 ± 5.0 cm). They were divided into two groups, the first with five 100 m sprinters and the second group with five 400 m sprinters. The drop jump (DJ) attempts from 0.20 m were performed with the force plate 0.10 m away from the jump box. The DJ 0.30 m and DJ 0.40 m had a 0.15 m separation, and the DJ 0.50 m and DJ 0.60 m had a 0.20 m separation. The correlation analysis showed a high correlation (r = 0.805; p = 0.02) between the RSI and the IRSI. The comparisons between 400 m sprinters versus 100 m sprinters showed that there are no significant differences between the groups for any of the reactive strength variables (p > 0.05). Coaches of these sports’ specialties should take these criteria into account when developing plyometric programs and introduce the IRSI as an accurate measurement for evaluating DJ performance.

Background: Selecting the right linear position transducer (LPT) for velocity-based training monitoring sometimes presents uncertainties for coaches. Objectives: This study rigorously examined the test-retest reliability of three LPT–Cs using a simultaneous triangulation method of the same device during bench press (BP) and back squat (SQ) exercises performed on a Smith machine. Methods: Forty university students—13 females (23 ± 2 years) and 27 males (31.5 ± 6 years)—voluntarily participated in a randomized repeated-measures study. LPTs were randomly assigned numbers and placed at 5 cm apart to measure and collect bar displacement (∆S), mean propulsive velocity (MPV), peak velocity (PV), and time to peak velocity (T–PV). Each volunteer performed three BP and SQ attempts with pre-standardized loads (males: BP ≥ 40 kg and SQ ≥ 60 kg; females: BP ≥ 25 kg and SQ ≥ 40 kg). Results: The main findings of this study support a high degree of reliability for LPTs. For all variables, the absolute reliability presented significant values (p ≤ 0.05), with an intraclass correlation coefficient ≥ 0.995, a 95% confidence interval between 0.992–0.999, a coefficient of variation ≤ 10%, and a standard error of the mean ≤ 0.031. Conclusions: Scientists and coaches can use the LPT device as a reliable tool for monitoring velocity-based training by providing rigorous measurements of ∆S, MPV, PV, and T–PV during BP and SQ exercises. In addition, the smallest real difference reported may be useful in identifying minimal changes in ∆S within a single set (BP = 0.10 cm; SQ = 0.13 cm).

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Background: Interactive learning resources developed with the H5P platform have been progressively adopted to support autonomous learning and conceptual consolidation. However, empirical evidence regarding their impact on academic performance in theoretically demanding university courses remains limited. The primary aim of this study was to examine the effect of the structured integration of an interactive digital pedagogical resource developed with multiple-choice H5P on the academic performance of higher education students enrolled in a Motor Control course. Methods: A quasi-experimental study was conducted to compare two independent groups: a control group (CG; n = 90) and an intervention group (IG; n = 115), which had access throughout the semester to a multiple-choice interactive resource developed using the H5P platform. Academic performance was operationalized as the score obtained on a written summative assessment. Baseline equivalence between groups was assessed using an initial diagnostic test. Between-group comparisons were performed using robust non-parametric statistical procedures and further examined using a linear regression model adjusted for relevant covariates. Results: No statistically significant differences were found between groups in the baseline diagnostic test (p > 0.05), indicating comparable starting levels. At the end of the intervention period (≈2 months), the intervention group obtained significantly higher scores in the summative assessment (p < 0.001), with a large effect size (d = 0.87). Conclusions: The findings suggest that the structured integration of multiple-choice H5P resources may positively contribute to academic performance when used as a complementary tool alongside traditional teaching. These results reinforce the pedagogical potential of multiple-choice H5P to support autonomous learning and conceptual consolidation, while also highlighting the need for future research employing more rigorous experimental designs and process-based measures to better understand the underlying learning mechanisms.