Background: Although athletes’ experiences of autonomy, competence, and relatedness play in key role in their motivation, performance-related outcomes, and wellness, there is no evidence to date on measures of autonomy, competence, and relatedness in the Romanian sport context. Building upon self-determination theory, the objective of this research was to adapt the Need Satisfaction and Frustration Scale and analyze its psychometric properties in the Romanian sport context. Methods: The participants were 642 professional athletes (354 males and 288 females; M_age = 22.81, SD = 5.78) who competed at the international and/or national level. Results: The results from confirmatory factor analyses psychometrically supported a six-factor correlated model, which was invariant across gender, age, and sport. Convergent validity was met by average variance extracted values between 0.60 and 0.74. Discriminant validity was underpinned by values from −0.72 to 0.72 for a heterotrait–monotrait ratio of correlations among the six factors. Reliability was endorsed by Cronbach’s alpha scores between 0.75 and 0.89, and between 0.76 and 0.89 for Raykov’s composite reliability coefficient. Criterion validity was supported by positive relationships of autonomy, competence, and relatedness satisfaction to autonomous motivation, and positive associations of autonomy, competence, and relatedness frustration with controlled motivation and amotivation. Conclusions: The Need Satisfaction and Frustration Scale is shown to be a valid and reliable measure of need satisfaction and frustration in professional Romanian athletes.

This paper represents an experimental study conducted between October 2011 and May 2012, on a group of 52 middle-school pupils, divided in two groups, an experimental (26 subjects) and a control one (26 subjects). The study aims to surprise the skills development in middle-school pupils. The specific nature of this study is that, besides their formal education, which all the subjects attended (52 male and female pupils), the experimental group subjects were comprised also in a non-formal education system, performing athletic activities (dance, handball, and judo) outside their classes, a two hours session per week. The study tried to confirm the hypothesis stating that the pupils performing practical activities in children's clubs can develop their effort capacity more than the others. As research methods, we used the study of the professional literature, the tests method, the inquiry method, and the statistical-mathematical method. The subjects’ results from the initial and final tests were centralized and analysed. The values of the analysed indices (average value, standard deviation, maximum and minimum value) during the challenges and in the questionnaire have shown the different effort capacity level in the subjects of the two groups. In conclusion, our research has emphasized the fact that the pupils performing practical activities within a non-formal education can develop their effort capacity more than the others. Thus, the hypothesis was confirmed. The females in the experimental group have recorded higher average values than the control group with 1.32s for the 50m sprint, with 10.27cm for the long jump, with 3.59 repetitions for the arm strength challenge - push-ups, with 9seconds for the 600 m endurance run, and with 0.60 points for the coordination challenge. The males in the experimental group have recorded higher average values than the control group with 0.79 s for the 50m sprint, with 7.07cm for the long jump, with 3.50 repetitions for the arm strength challenge - push-ups, with 36seconds for the 800 m endurance run, and with 1.00 point for the coordination challenge. The average values have increased in the experimental group more than in the control group, during all the final challenges, which shows a better effort capacity in the subjects

BACKGROUND: Most lesions of the soft tissues, especially those at the muscle level, are due to the lack of elasticity of the connective tissue and fascia. Stretching is one of the most commonly used methods of treatment for such musculoskeletal issue

This study aims to analyze the possibility of developing balance ability, highlighting symmetries, asymmetries, and levels of proprioception, in children aged 11–13 from practicing indoor and outdoor climbing and bouldering/escalation exercises. The research subjects were 54 children (both boys and girls) aged 11–13, divided into two groups: an experimental group of 28 students (14 boys and 14 girls) who participated in an extracurricular climbing activity twice a week during the 2023–2024 school year, and a control group of 26 students (13 boys and 13 girls) who did not engage in extracurricular motor activities. During the initial and final evaluations, 12 tests were used to assess balance ability, symmetries, and asymmetries—10 tests were conducted using the Sensbalance MiniBoard 1.0 platform in addition to the Standing Stork test for each leg. The analysis of the results showed statistically significant differences between the groups, with the experimental group recording improvements in symmetry and proprioception related to increased balance levels. This work is addressed to teachers, trainers, and physical therapists who, in the educational process, aim to develop balance and proprioception as objectives that improve children’s motor skills. In conclusion, the study results reveal the impact of a program based on climbing and escalating exercises in extracurricular activities on the development of static and dynamic balance ability.

(1) Background: This study aimed to examine whether an experimental acrobatics curriculum, conducted three times a week, could lead to greater improvements in specific components of motor fitness—coordination, balance, agility, and speed—compared to the standard physical education program; (2) Methods: The research was conducted over a 16-week period and included 50 seventh-grade students, divided into an experimental group (EG, n = 25) and a control group (CG, n = 25). The experimental group participated in a program of acrobatics and skipping twice a week, while the control group followed the standard physical education curriculum. Motor skills tests were administered before and after the intervention using standardized methods; (3) Results: Results from the ANCOVA analysis showed significant improvements in flexibility, coordination, balance, and agility in the experimental group, with large effect sizes, confirming the effectiveness of the acrobatics and skipping program. However, the impact on speed was variable, indicating the need for specific exercises to improve this ability; (4) Conclusions: The findings are consistent with previous research, highlighting the superiority of specialized acrobatic exercises in enhancing overall motor performance in adolescents. Further research is needed to optimize acrobatics and skipping programs for maximum benefits in the development of motor skills and physical education.